Loudon Elementary School

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4th Grade Literacy Assignments

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Due:

TNReady Part 1

4.W.TTP.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
4.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.
4.W.TTP.3 - Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences.

TNReady ELA Part 1

Writing Assessment

Due:

TNReady practice stations

TNReady practice 

 

We will practice a variety of skills for TNReady ELA testing which will begin on Tuesday, April 27th.

 

TNReady Stations

Station #1 - Sentence Correcting/Editing Tasks

Station #2 Vocabulary (Context Clues)

Station #3 Literature (character, theme, text evidence)

Station #4 Non-Fiction (summarizing, main idea, text evidence)

Past Assignments

Due:

Writing Practice

4.W.TTP.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

TNReady Writing Assessment Practice

  

Block 1

IXL | Identify an author's statement of opinion | 4th grade language arts

IXL | Choose reasons to support an opinion | 4th grade language arts

Opinion Writing

What is it?

Introduction/State your claim

Evidence/reasons(text-based) 

Conclusion

How is it scored?

 

Look at TNReady sample passages, "Endurance" and "Apollo 13" and score a writing written in response to the following prompt. You have just read two passages about explorations.  Write an opinion essay that explains why the Endurance expedition and the Apollo 13 mission were mostly successes or mostly failures. Use textual evidence from both passages in your essay. 

 

Students will also answer 4 questions about the passage.

 

Block 2

Opinion essay writing for "Which kind of pet is better, cat or dog?"

 

Both blocks will be examining a variety of prompts and deciding what type of writing is required (narrative, informative, or opinion). We will also practice writing an introduction for the prompt. 

Due:

Writing Practice

4.W.TTP.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
4.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.

TNReady Writing Assessment Practice

 

Block 1

Explanatory/Expository Writing

 

Review Explanatory Writing Introduction

What is it?

What should I include?

How am I scored?

Sample Prompt from TN Ready ("Bug-a-licious" and "Good Enough to Eat")

 

Expository Writing: Writing to Explain - Bing video

 

Explanatory Writing should include:

Focus Statement (Hook the reader)

2 Main Ideas (explanatory statements) with Anecdotes (details/examples)

Concluding statement

 

Students will reread 2 texts from sample TNReady item and respond to the prompt with an explanatory essay. 

 

Block 2

IXL | Identify an author's statement of opinion | 4th grade language arts

IXL | Choose reasons to support an opinion | 4th grade language arts

Opinion Writing

What is it?

Introduction/State your claim

Evidence/reasons(text-based) 

Conclusion

How is it scored?

 

Look at TNReady sample passages, "Endurance" and "Apollo 13" and score a writing written in response to the following prompt. You have just read two passages about explorations.  Write an opinion essay that explains why the Endurance expedition and the Apollo 13 mission were mostly successes or mostly failures. Use textual evidence from both passages in your essay. 

 

Students will also answer 4 questions about the passage.

Due:

Writing Practice

4.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.

TNReady Writing Assessment Practice

Explanatory/Expository Writing

 

Block 1 

Explanatory Writing Introduction

What is it?

What should I include?

How am I scored?

Sample Prompt from TN Ready ("Bug-a-licious" and "Good Enough to Eat")

 

Expository Writing: Writing to Explain - Bing video

 

Explanatory Writing should include:

Focus Statement

2 Main Ideas (explanatory statements) with Anecdotes (details/examples)

Concluding statement

 

Students will read 2 texts from sample TNReady item and respond to 4 questions.

 

Block 2

Editing Task

 

Compare and Contrast Review

Video:

Compare and Contrast | English For Kids | Mind Blooming - YouTube

 

TN READY Practice

Information Essay Writing

 

Sleep Passage - Compare and Contrast

Due:

Explanatory Writing Day 2

4.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.

TNReady Writing Assessment Practice

Explanatory/Expository Writing

 

Review Explanatory Writing Introduction

What is it?

What should I include?

How am I scored?

Sample Prompt from TN Ready ("Bug-a-licious" and "Good Enough to Eat")

 

Expository Writing: Writing to Explain - Bing video

 

Explanatory Writing should include:

Focus Statement (Hook the reader)

2 Main Ideas (explanatory statements) with Anecdotes (details/examples)

Concluding statement

 

Students will reread 2 texts from sample TNReady item and respond to the prompt with an explanatory essay. 

Due:

Explanatory Writing

4.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.

TNReady Writing Assessment Practice

Explanatory/Expository Writing

 

Explanatory Writing Introduction

What is it?

What should I include?

How am I scored?

Sample Prompt from TN Ready ("Bug-a-licious" and "Good Enough to Eat")

 

Expository Writing: Writing to Explain - Bing video

 

Explanatory Writing should include:

Focus Statement

2 Main Ideas (explanatory statements) with Anecdotes (details/examples)

Concluding statement

 

Students will read 2 texts from sample TNReady item and respond to 4 questions.

Due:

Hurricanes Cold Read task

4.RI.KID.2 - Determine the main idea of a text and explain how it is supported by key details; summarize a text.
4.RI.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in the text when drawing inferences from the text.

LearnZillion Guidebooks 

Hurricanes Unit

 

Editing Task

 

Cold Read Task 

 

Text 

Hurricanes: Earth's Mightiest Storms by Patricia Lauber

 

Students will read the chapter "Some Other Famous Hurricanes" and answer 6 (Part A/B) text based questions. Students will not complete the essay question due to having finished the culminating writing task. 

Due:

Culminating Writing Task Hurricanes Day 2

4.W.TTP.3 - Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences.

LearnZillion Guidebooks 

Hurricanes Unit

 

Editing task (whiteboards)

 

Finish Culminating Writing Task for Hurricanes Unit using what we have discussed about narrative writing.

 

Peer Review/Feedback using rubric 

 

 

 

 

TEXTS

I Survived Hurricane Katrina, 2005 by Lauren Tardish

Surviving Hurricanes

Due:

Culminating Writing Task Hurricanes and Narrative Writing

LearnZillion Guidebooks 

Hurricanes Unit

Editing task (whiteboards)

Block 1 (Dolphins writing)

Brainstorm ideas to meet elements of narrative (characters, setting, problem, solution)

Work toward orientation paragraph

 

Block 2 Finish dolphin writing and do peer review/feedback

 

Writing a Narrative: Part 2 Language Elements | EasyTeaching - YouTube

MINI Lesson:

Descriptive Writing

Using your 5 senses to add to your writing

 

Question:  What are our five senses?

 

TURN AND TALK:  What do you think "write with your five senses" means?

 

VIDEO: 

"Descriptive Writing Using 5 senses"

There are numerous stopping points in the video where students will be prompted to rewrite sentence exemplars using more descriptive language.

 

For added support, students can reread I Survived Hurricane Katrina 2005, chapter 1, for examples of descriptive language pertaining to hurricanes.

 

Hurricanes Unit Culminating Writing Task

Write a narrative about a character who experiences a hurricane firsthand.

Due:

Narrative Writing

4.W.TTP.3 - Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences.

LearnZillion Guidebooks 

Hurricanes Unit

 

Editing task (whiteboards)

Block 1

Discuss ELA part I (Writing) - date, time allowed, what you read before writing

 

Narrative Writing Introduction

What is it?

What should I include?

How am I scored?

Sample Prompt from TN Ready

 

Writing a Narrative: Part 1 Structure & Elements | EasyTeaching - YouTube

Block 2

Editing Task

Review Introduction/orientation for a narrative

Students will write the introduction for the prompt about dolphins(from sample TNReady).

Problem and Solution of a narrative

Students will finish the narrative writing for the prompt about dolphins (from sample TNReady).

Due:

Narrative Writing and Aimsweb Benchmark

4.W.TTP.3 - Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences.

LearnZillion Guidebooks 

Hurricanes Unit

 

Editing task (whiteboards)

 

Aimsweb Spring Benchmark Testing (Leming Block 1)

 

Discuss ELA part I (Writing) - date, time allowed, what you read before writing

 

Narrative Writing Introduction

What is it?

What should I include?

How am I scored?

Sample Prompt from TN Ready

 

Writing a Narrative: Part 1 Structure & Elements | EasyTeaching - YouTube

Due:

Narrative Writing and Aimsweb Benchmark

4.W.TTP.3 - Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences.

LearnZillion Guidebooks 

Hurricanes Unit

 

Editing task (whiteboards)

 

Aimsweb Spring Benchmark Testing 

 

Discuss ELA part I (Writing) - date, time allowed, what you read before writing

 

Narrative Writing Introduction

What is it?

What should I include?

How am I scored?

Sample Prompt from TN Ready

 

Writing a Narrative: Part 1 Structure & Elements | EasyTeaching - YouTube

Due:

I Survived HK Chapters 14-16

4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

LearnZillion Guidebooks 

Hurricanes Unit

 

Editing task (whiteboards)

 

Briefly discuss suffix -logy and

-nomy

The suffix -logy means a branch of learning, or study of a particular subject. The suffix -nomy means a system of rules or laws, or body of knowledge of a particular subject.

Examples: technology, geology, biology, economy

 

Text:

I Survived Hurricane Katrina, 2005 (Chapters 14-16)

Make a prediction after Chapter 14 - What will happen to Barry?

 

Vocabulary:

astronomy - n. the branch of science which deals with celestial objects, space, and the physical universe as a whole

 

hypnotized - adj. acting in a way to show that your full attention and focus is captured by someone or something 

 

quivering - v. trembling or shaking with a slight rapid motion 

 

Questions Chapter 14

Why do you think there were no police, firefighters, or ambulances on the bridge to help the stranded people?

Chapters (15-16)

Do you think Barry would go to the Superdome without Cruz?

How does Barry know he is strong?

What kind of feelings do you think Barry had when he heard his father’s voice?

What does the author mean when she said “Barry had found some power of his own during the flood”?

Why do you think Barry and his family want to go back to New Orleans one day?

Writing Prompt: What kind of character is Nell? Use text evidence to support your description of Nell.

 

Students will take the AR test for I Survived Hurricane Katrina, 2005.

Due:

Hurricanes - Practice Cold Read Task

4.FL.VA.7a - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
4.RI.KID.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in a text.

LearnZillion Guidebooks

Hurricanes 

 

Mini Lesson - Multiple Meaning Words

 

Practice Cold Read Task

 

Text:

Hurricanes: Earth's Mightiest Storms by Patricia Lauber

 

Students will read an excerpt from the text and then answer 9 questions about the text.

 

IXL | Which definition matches the sentence? | 4th grade language arts

IXL | Which sentence matches the definition? | 4th grade language arts

Due:

I Survived HK Chapters 11-13

4.RL.KID.2 - Determine a theme of a story, drama, or poem and explain how it is conveyed from details in the text; summarize the text.

LearnZillion Guidebooks

Hurricanes Unit

 

Bellringer Editing Task (whiteboards)

 

Nonfiction text practice:

IXL O and P sections focus on nonfiction text with a variety of questions

 

Text:

I Survived Hurricane Katrina, 2005 by Lauren Tarshis (Chapters 11-13)

 

Vocabulary:

hoisted - v. raised or hauled up

 

 

Questions:

How did Barry's opinion or perception of Cruz change when he heard the whimpering?

Why does Barry pause before letting Cruz off his leash?

How does Cruz protect Barry from the snake?

How does Barry decide that Cruz isn't a killer dog & must have come from a shelter in New Orleans?

Why does Barry start singing "Blueberry Hill" at the end of Chapter 12?

 

Writing Prompt:

Write a paragraph to support the following statement, "Barry is facing many challenges due to Hurricane Katrina". You must include at least 3 pieces of evidence that support this statement.

Due:

I Survived HK Chapters 8-10

4.RL.KID.2 - Determine a theme of a story, drama, or poem and explain how it is conveyed from details in the text; summarize the text.

LearnZillion Guidebooks

Hurricanes Unit

 

Bellringer Editing Task (whiteboards)

 

Mini Lesson: Summarizing (focus on literature)

Evidence of Learning: Students will summarize the text to date. (Chapters 1-7)

 

Text:

I Survived Hurricane Katrina, 2005 by Lauren Tarshis (Chapters 8-10) 

Vocabulary:

levee - n. an embankment built to prevent the overflow of a river

rickety - adj. poorly made and likely to collapse

current - n. body of water or air moving in a definite direction, especially through a surrounding body of water or air where there is less movement 

shinny up the tree - pg. 56

 

Questions:

Why is Akivo important to Barry?

 

Why does Barry's father want the family to go on the roof?

 

What's the significance of the ax?

 

What do you think happened to Abe and grandma?

 

After reading Chapter 8, students should verify their predictions from yesterday. (What do you think has happen to Barry after having read the end of Chapter 7?)

 

Figurative Language Examples:

hot like an oven (p. 45)

felt like a shipwreck in the middle of the ocean (p. 56)

stinging his face like a million bees (p. 52)

Due:

I Survived HK Chapter 7 and theme

4.RL.KID.2 - Determine a theme of a story, drama, or poem and explain how it is conveyed from details in the text; summarize the text.

LearnZillion Guidebooks

Hurricanes Unit

 

Bellringer Editing Task (whiteboards)

 

Mini Lesson: Theme

Evidence of Learning: Students will reread Chapters 5 and 6.  Students will complete a chart to determine a theme of those chapters. Text Evidence must be provided.

 

Edulastic assignment - Theme (daily grade)

https://app.edulastic.com/author/tests/verid/5fff147e0d4b2b000849463d

https://app.edulastic.com/assignments/embed/5f1da09a08fd92000814e0eb (Block 2)

Text 

I Survived Hurricane Katrina, 2005 by Lauren Tarshis (Chapter 7)

 

Vocabulary:

craning - v. stretch out (one's neck) so as to see something

deserted - adj. empty of people

stewardesses -n. women who are employed to provide meals for and otherwise look after the passengers on a ship or aircraft

commotion - n. confused and noisy disturbance

 

Questions

Why do you think Mom and Dad decide they were not going to go to the Superdome?

What item does Dad go for in the middle of the storm?  Why?

What is "Blueberry Hill"?  Why is it important? pg. 38

Exit Ticket: According to how Chapter 7 ended, write a prediction of what you think will happen in Chapter 8.

Due:

I Survived HK Chapters 5-6

4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

LearnZillion Guidebooks

Hurricanes Unit Lesson 21 

I Survived Hurricane Katrina, 2005

 

Editing Task

 

Text:

I Survived Hurricane Katrina, 2005

Chapters 5 and 6

 

Vocabulary:

motto, n. a short sentence or phrase chosen as encapsulating the beliefs or ideals guiding an individual, family, or institution

drawl, n. a slow way of speaking or an accent with unusually prolonged vowel sounds

rummaged, v. search unsystematically and untidily through a mass or receptacle

 

 

Guided reading Questions:

What preparations do Barry and his dad do before leaving?

What is Cleo's misconception about Katrina?

Describe Uncle Dave using his actions and words in Chapter 6. 

What happens to Cleo when the family is on the road stuck in traffic?

Why does the family head back home?

 

Writing:

How does mom feel prior to the hurricane arriving?  Provide at least 2 pieces of evidence to support your answer. 

Due:

I Survived HK Chapters 1-4

4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

LearnZillion Guidebooks

Hurricanes Unit Lesson  

I Survived Hurricane Katrina, 2005

Mini Lesson Figurative Language - Similes, Metaphors, Personification

After reading, find examples in text (pg.2, 3, 14)

Text:

I Survived Hurricane Katrina, 2005

Chapters 1-4

Vocabulary:

clinging, v.  hold on tightly to

scraggly, adj. having thin, uneven growth

levee, n. an embankment built to prevent the overflow of a river

Guided reading Questions:

What is wrong with Barry at the beginning of the text? How does he feel?

What happens as Chapter 2 begins?

What contest are the 2 friends entering?

What kind of person is Abe? How do you know?

What kinds of jobs do Barry's parents do?

Why has Barry not been concerned about the hurricane until his parents told him they were leaving?

How did the boys decide who would mail Akivo?

 

Character description of Barry and Jay using a chart for evidence to support description

Due:

Hurricanes Week 2 Day 3

4.RI.CS.5 - Describe the overall structure of events, ideas, and concepts of information in a text or part of a text.

Guidebooks LearnZillion

Hurricanes Unit

 

Mini Lesson - Text Structure

Edulastic Assignment:

https://app.edulastic.com/author/tests/verid/5edf675b7395e80008a99a49

 

TEXT:

Hurricanes: Earth's Mightiest Storms by Patricia Lauber pgs. 28-34 

VOCABULARY:

seized, v. take hold of suddenly and forcibly

pinpoint, v. find or locate exactly

humidity, n. a quantity representing the amount of water vapor in the atmosphere

QUESTIONS:

Why do planes fly into hurricanes to take measurements such as temperature and water content?

Why do weather satellites have a different view of hurricanes than that of planes?

How can computers determine what a hurricane might do?

Due:

Hurricanes Week 2 Day 2

4.FL.SC.6.a - Use relative pronouns and relative adverbs.
4.RI.KID.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in a text.
4.RI.IKI.7 - Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.

Guidebooks LearnZillion

Hurricanes Unit

Editing Task  

Mini Lesson - relative adverbs with examples

IXL | Use relative adverbs | 4th grade language arts

TEXT:

Hurricanes: Earth's Mightiest Storms by Patricia Lauber pgs. 19-21 (stop before reading last paragraph, then resume on pg. 26-27)

VOCABULARY:

fury- n. violence or energy displayed in natural phenomena

condense - v.  change or cause to change from a gas or vapor to a liquid

chimney - n. a vertical channel or pipe that conducts smoke and combustion gases up from a fire or furnace and typically through the roof of a building

 

QUESTIONS:

How do hurricanes develop?

What information does the diagram of the hurricane on page 18 show? How does this information connect with the text?

Why is a hygrometer an important weather instrument?

Due:

Hurricanes Week 2 Day 1

4.FL.SC.6.a - Use relative pronouns and relative adverbs.
4.RI.KID.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in a text.

Guidebooks LearnZillion

Hurricanes Unit

Editing Task - whiteboards

Mini Lesson - relative pronouns with examples

IXL | Use relative pronouns: who and whom | 4th grade language arts

IXL | Use relative pronouns: who, whom, whose, which, and that | 4th grade language arts

 

TEXT:

"How Do Hurricanes Get Their Names?"

Discuss location of hurricanes (discuss the word tropical).

Hurricanes: Earth's Mightiest Storms by Patricia Lauber pg. 35 

 

VOCABULARY:

catastrophic - adj. involving or causing sudden great damage or suffering

raging - v. continuing with great force or intensity

coastal - adj. of or near a coast

massive - adj. exceptionally large

retired - adj. no longer in use or ceased to work

 

QUESTIONS: 

How are hurricanes different from tornadoes?

What is the "eye" of the hurricane?

Why would the name of a hurricane be retired?

 

WRITING:

Write one paragraph to explain why a hurricane can be so catastrophic.

You must include at least two reasons from the text(s) we have read. 

Due:

Hurricanes Lesson 3

4.RI.IKI.7 - Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.

LearnZillion Guidebooks 

Hurricanes Unit - Lesson 3

Identifying and Analyzing Text Features

 

Editing Task 

 

Text Features Mini Lesson

 

IXL K.1 IXL | Select and use text features | 4th grade language arts 

 

Text 

Surviving Hurricanes by Elizabeth Raum

Discuss and record text features on the text features chart.

 

Questions

Which sentences from page 4 does the photograph help to clarify?

How does the chart help to clarify how frightening a hurricane can be?

How does the picture create an emotional impact that is often not gained through words alone?

Due:

Hurricanes Lesson 2

4.RL.CS.6 - Compare and contrast the point of view from which different stories are narrated.

LearnZillion Guidebooks

Hurricanes Unit 

Lesson 2

 

BrainPOP - Point of View

 

Create a T-Chart of same story told in 1st and 3rd person point of view.  Find indicators or keywords for each point of view. 

1st and 2nd hand account of stories (point of view)

 

IXL G.1 IXL | Identify the narrative point of view | 4th grade language arts

IXL G.2 IXL | Distinguish characters' points of view | 4th grade language arts

 

Text

Surviving Hurricanes by Elizabeth Raum

Students should reread with group/partners (pages 6-29) Students will annotate using post-its to indicate when a 1st hand account (1st person) point of view is used.

 

Writing

Narrative Writing characteristics

Narrative Writing Rubric Review

Choose one of the children in the text (Sarah, Antony, Chris, Lamia) and write a story of his/her experience in the hurricane.  This should be done in 1st person.

Due:

Hurricanes Lesson 1

4.RI.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in the text when drawing inferences from the text.
4.RI.KID.2 - Determine the main idea of a text and explain how it is supported by key details; summarize a text.

LearnZillion Guidebooks

Hurricanes Unit 

Lesson 1

 

Main Idea Mini Lesson 

IXL A.2 IXL | Determine the main idea of a passage | 4th grade language arts

Vocabulary

condense, condensed, condensation

rotate, rotation, rotated

predict, predictor, predicted, predicting

register, registered, registering, registration

 

Text

Introduce text (discuss glossary so that students may find information about bold vocabulary)

Surviving Hurricanes: Children's True Stories by Elizabeth Raum pgs. 6-29

As students read, evidence that shows emotions before, during, and after a hurricane will be marked using different colored post-its.

 

Questions

What emotions and feelings might people experience before, during, and after a hurricane?

How do the emotions and feelings of the people in the text help to reveal the main idea of the text?

 

Evidence of Learning

Write one main idea sentence for this text.

Write a sentence or two that explain how one person's experience living through a hurricane helps to support the main idea of the text.

Due:

Hurricanes - Day 2 Article and Surviving Hurricanes

4.RI.KID.2 - Determine the main idea of a text and explain how it is supported by key details; summarize a text.
4.FL.VA.7a.i - Use context as a clue to the meaning of a word or phrase.

Context Clues Mini Lesson

 

IXL

HH.3 IXL | Use context to identify the meaning of a word | 4th grade language arts

HH.2 IXL | Determine the meaning of words using synonyms in context | 4th grade language arts 

 

BrainPOP - Hurricanes

 

Text

"Earth Science: Hurricanes" article 

Surviving Hurricanes by Elizabeth Raum

 

Questions

Text A

Where do tropical storms start?

Using the text, what can be concluded about a tropical storm as it moves away from the equator?

As used in the passage, what does the word "grave" most nearly mean?

What is the main idea of the passage?

Based on the text, explain which part of the hurricane is most dangerous.

Text B 

What happens when a hurricane crosses cold water or land?

"However, if the storm remains over warm water, it becomes larger and more powerful."

Which of the following is a synonym for remains? leaves, passes, stays, jumps

Due:

Hurricanes - Set the Context

4.FL.SC.6.e - Produce complete sentences; recognize and correct inappropriate fragments and run- ons.
4.FL.VA.7a.ii - Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.

Learnzillion Guidebooks

Hurricanes

Let's Set the Context Lessons 1-3

Editing Task 

Prefixes and suffixes Review

IXL Y.8 IXL | Determine the meanings of words with prefixes and suffixes: review | 4th grade language arts

Lesson 1 What is a Hurricane? - Questions

  • Draw a picture of what a hurricane looks like from space.
  • What three things have you learned about hurricanes?
  • What did you see and hear in the video that helps you to understand what it is like in a hurricane?

 

Lesson 2 Why does Louisiana Face So Many Hurricanes? - Questions

  • What do you see that makes New Orleans vulnerable to hurricanes?

 

Lesson 3 The Power of Reading Art - Questions

What clues did the artist show to show what it's like to be in a hurricane on the ocean?

  • What are three details from this painting that help you understand what it is like in a hurricane on the ocean?
  • What emotions do you think the artist is showing in this picture?

Nearpod - Hurricanes Student Code KRWL2 

Writing

Write 3 sentences to convey information about hurricanes. 

Due:

Drama from Storyworks

4.RL.KID.2 - Determine a theme of a story, drama, or poem and explain how it is conveyed from details in the text; summarize the text.
4.RL.CS.5 - Explain major differences between poems, drama, and stories, and refer to the structural elements when writing or speaking about a text.

Read Storyworks drama, "The Emperor's New Clothes".

 

We will complete the quiz for the drama as well as the chart to describe the emperor's feelings and the actions of other characters at the beginning of the drama and at the end of the drama. This will lead to finding the theme.

Due:

Common Assessment Day 3

4.RI.KID.2 - Determine the main idea of a text and explain how it is supported by key details; summarize a text.
4.FL.SC.6.g - Use commas and quotation marks to mark direct speech and quotations from a text.

Review quotation marks and commas in direct speech.

IXL XX.6 IXL | Punctuating dialogue | 4th grade language arts

 

Common Assessment Part 3 (questions 20-24)

 

Common Lit Article "Cheap Fashion"

Due:

Common Assessment day 2

4.RI.KID.2 - Determine the main idea of a text and explain how it is supported by key details; summarize a text.
4.RI.CS.5 - Describe the overall structure of events, ideas, and concepts of information in a text or part of a text.

Review text structure

IXL D.5 IXL | Identify text structures | 4th grade language arts

Review main idea

 

Common Assessment Part 2 (questions 10-19)

Due:

Common Assessment Day 1

4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.
4.FL.SC.6.e - Produce complete sentences; recognize and correct inappropriate fragments and run- ons.

Grammar Review (Run-On Sentences)

Review of Context Clues 

IXL HH.3 IXL | Use context to identify the meaning of a word | 4th grade language arts

 

Common Assessment Part 1 Questions 1-9 (describing a character, summarizing, context clues)

Due:

Review cold read and complete culminating writing Lightning Thief

4.RL.KID.2 - Determine a theme of a story, drama, or poem and explain how it is conveyed from details in the text; summarize the text.
4.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.

Sentences and Fragment Review

 

Theme Review

 

We will review the Cold Read Task from last week "Atalanta's Race".

Students will read and complete "Lazy Anansi".  We will review as a class

 

Complete the Culminating Writing Task.

Due:

Culminating Writing Task Day 2

4.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.

Learnzillion Guidebooks

Culminating Writing Task

 

Culminating Writing Task Directions

A quest is a search for something and is a commonly used motif in literature around the world. Explain how the quest motif is part of The Lightning Thief. Describe Percy’s goal, the challenges he faces, and how he changes along the way.

 

Write a multi-paragraph essay that demonstrates an understanding of the text and uses proper grammar, conventions, spelling, and grade-appropriate words and phrases. Use linking words (e.g., anotherfor examplealsobecause) to link ideas.

 

Students will finish the graphic organizer for the writing.

 

IXL R.2

IXL | Choose the best concluding sentence | 4th grade language arts

Due:

Culminating Writing Task Day 1

4.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.

Learnzillion Guidebooks

Culminating Writing Task

 

Culminating Writing Task Directions

A quest is a search for something and is a commonly used motif in literature around the world. Explain how the quest motif is part of The Lightning Thief. Describe Percy’s goal, the challenges he faces, and how he changes along the way.

 

Write a multi-paragraph essay that demonstrates an understanding of the text and uses proper grammar, conventions, spelling, and grade-appropriate words and phrases. Use linking words (e.g., anotherfor examplealsobecause) to link ideas.

 

Students will begin the graphic organizer for the writing.

 

IXL R.1 

IXL | Choose the best topic sentence | 4th grade language arts

Due:

Cold Read task

4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.
4.RL.KID.2 - Determine a theme of a story, drama, or poem and explain how it is conveyed from details in the text; summarize the text.

LearnZillion Guidebooks

Lesson 33 - Cold Read Task 

Atalanta's Race

 

Unit Review of Culminating Writing Task

 

Students will complete the Cold Read Task using the text "Atalanta's Race".(40 mins) We are only completing #1-#6. 

 

After all students have finished, we will finish presenting the extension tasks (PowerPoints that students prepared about a mythological character or creature).

Due:

Lightning Thief - Chapter 22 and conclusion

4.RL.KID.2 - Determine a theme of a story, drama, or poem and explain how it is conveyed from details in the text; summarize the text.

LearnZillion Guidebooks

The Lightning Thief Lesson 32

Chapter 22 - "The Prophecy Comes True"

 

Vocabulary

clamoring, v. shouting loudly

devising, v. planning or inventing by careful thought

 

Read Chapter 22 - "The Prophecy Comes True"

Students read pg. 254-259 and focus on answering questions 1-6

 

Questions

1. What do the friends do with the shrouds that the other campers had made for them?

2. Who made Percy's shroud?

3. How did Percy's mom get the money to go to college?

4. What does Percy's mom tell him in her letter?

5. Where is Grover going?

6. Why is Percy still feeling like something is wrong?

 

What is special about Luke's new sword?

How does Annabeth take Percy's advice?

 

Writing 

Explain how the prophecy, "You will be betrayed by one who calls you friend", has been fulfilled. 

 

Students should take the AR test on The Lightning Thief.

Due:

Lightning Thief Chapter 21

4.RL.KID.2 - Determine a theme of a story, drama, or poem and explain how it is conveyed from details in the text; summarize the text.

LearnZillion Guidebooks

The Lightning Thief - Lesson 31 

Chapter 21 "I Settle My Tab"

 

Vocabulary

impending, v. be about to happen

emanating, v. spreading out from

contemplating, v. thinking about

 

Read Chapter 21 "I Settle My Tab"

 

Questions

What does Percy do to get even with Gabe for his comments to the newspapers?

How do the friends manage to not get noticed whey they arrive in New York?

Where do Grover and Annabeth go after arriving in New York?

How does Percy get past the guard at the Empire State Building?

How does Percy recognize his father on Mt. Olympus?

How does Percy know his father approves of him?

What surprising fact does Zeus reveal to Percy?

What does Percy do to help his mom?

 

Writing

Pretend you are Percy. Write a letter to Chiron telling him a lesson that you have learned through your quest. (Think about how this relates to theme.)

Due:

Lightning Thief Chapter 20

4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

LearnZillion Guidebooks 

The Lightning Thief Lesson 30

Chapter 20 - "I Battle My Jerk Relative"

 

Vocabulary

impeding, v. delaying or preventing

catapulted, v. hurled or launched

spectators, n. people watching

dissipating, v. scattering or breaking apart 

 

Read Chapter 20 - "I Battle My Jerk Relative"

As students read, they should label with a sticky not at least one event or description that supports the idea that Percy has become a hero.

 

Questions

Why is it significant that Percy decided to fly rather than drive to New York?

 Why is mythology important in his decision?

 

Group Work

With your group, create a timeline of the quest from when Percy leaves Camp Halfblood to this point in the text.

Students' timelines should include the major battles: Furies on the bus, Medusa, Chimera and Echidna, Water park, Lotus Hotel, Crusty, the Underworld, battle with Ares

Due:

Lightning Thief Chapter 19

4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

LearnZillion Guidebooks

The Lightning Thief 

Lesson 29  - Chapter 19 

"We Find Out the Truth, Sort Of"

Vocabulary

milling, v. - move around in a confused mass

parapets, n. - a low protective wall along the edge of a roof, bridge, or balcony

Notes for teacher - portico (covered porch) lithe (thin and graceful)

This chapter mentions Fields of Asphodel, Sisyphus, Elysium, Tartarus, and Persephone.

 

Read Chapter 19 "We Find Out the Truth, Sort Of"

From page 309 - 315, students read independently and answer the following questions:

What kind of misunderstanding do Percy and Hades have between each other?

Why does Percy think that Hades wants to start a war?

Questions

What happened to Grover when they enter the Underworld?

What saved Grover from falling into Tartarus?

What does Percy use the pearls for?

What is Percy's problem with the pearls?

What do you learn about Percy from the handling of the dilemma with the pearls?

 

Discussion/Writing 

What new challenges does Percy now face because of the conversation he has with Hades?

 

Ticket out the Door

Write 2 sentences from the chapter that include vivid descriptions. 

Due:

Lightning Thief Chapter 19

4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

LearnZillion Guidebooks

The Lightning Thief 

Lesson 29  - Chapter 19 

"We Find Out the Truth, Sort Of"

Vocabulary

milling, v. - move around in a confused mass

parapets, n. - a low protective wall along the edge of a roof, bridge, or balcony

Notes for teacher - portico (covered porch) lithe (thin and graceful)

This chapter mentions Fields of Asphodel, Sisyphus, Elysium, Tartarus, and Persephone.

 

Read Chapter 19 "We Find Out the Truth, Sort Of"

From page 309 - 315, students read independently and answer the following questions:

What kind of misunderstanding do Percy and Hades have between each other?

Why does Percy think that Hades wants to start a war?

Questions

What happened to Grover when they enter the Underworld?

What saved Grover from falling into Tartarus?

What does Percy use the pearls for?

What is Percy's problem with the pearls?

What do you learn about Percy from the handling of the dilemma with the pearls?

 

Discussion/Writing 

What new challenges does Percy now face because of the conversation he has with Hades?

 

Ticket out the Door

Write 2 sentences from the chapter that include vivid descriptions. 

Due:

Lightning Thief Chapter 18

4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

LearnZillion Guidebooks The Lightning Thief

Lesson 28 - Chapter 18

Describing the Setting in a Story

 

Vocabulary:

solicitors, n. a person who tries to obtain business orders, advertising, etc.

loitering, v. stand or wait around idly or without apparent purpose 

stalactites, n. a tapering structure hanging like an icicle from the roof of a cave, formed of calcium salts deposited by dripping water

disembark, v. leave a ship, aircraft, or other vehicle

 

 

 

 

Read Chapter 18 "Annabeth does Obedience School"

Questions:

What confusion does the security guard present for Percy?

How does Charon realize that Percy and his friends are not dead?

How does Percy convince Charon to take them on the elevator?

What are the Fields of Asphodel?

Who gets the friends past Cerberus and how?

What does Percy realize about monsters after watching Cerberus?

 

Look at quote describing the setting (Underworld).

 

How does Annabeth feel about Cerberus?  Why does she feel this way?

 

Writing:

Describe the setting at the entrance to the Underworld and the events that allow Percy and his friends to enter. 

Due:

Lightning Thief Chapter 17

4.RL.KID.2 - Determine a theme of a story, drama, or poem and explain how it is conveyed from details in the text; summarize the text.

LearnZillion Guidebooks The Lightning Thief

Lesson 27 - Chapter 17 

Summarizing a Story

 

Vocabulary:

forbidden, adj. not allowed; banned 

favoritism, n. the practice of giving unfair preferential treatment to one person or group at the expense of another 

 

 

Chapter 17 "We Shop for Water Beds"

 

Add Procrustes to the mythological figures chart.

 

Questions:

How does Annabeth pay for the trip to Los Angeles?

What does Percy do first when he gets to Los Angeles? How does Annabeth react?

Why doesn't Riptide work on the hoodlums who jump Percy and his friends?

What does Crusty do to his customers?

What happened when Percy told Annabeth about his dream? Why do you think she says the person in the pit "has to be Hades"?

 

Turn and Talk:

Earlier in the text Annabeth tells Percy that wisdom can be more powerful than physical strength.  What events in this chapter seem to prove this point? Does this make Percy more or less of a hero?

 

Writing:

Summarize the events of Chapter 17. 

Due:

Lightning Thief Chapter 16

4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

LearnZillion Guidebooks The Lightning Thief

Lesson 26 - Chapter 16

Describing Characters

 

Vocabulary:

reluctantly, adv. in an unwilling way

metamorphosis, n. a change in the form of a person to a completely different one

hostage, n. a person held as security for the fulfillment of a condition

straitjacket, n. a strong garment with long sleeves which can be tied together to confine the arms of a violent prisoner or mental patient

indignation, n. anger or annoyance provoked by what is perceived as unfair treatment

 

Read Chapter 16 "We Take a Zebra to Vegas"

 

Questions:

What does Ares give Percy?

What news does Ares give Percy about his mom?

Why does Annabeth say it's not smart to anger Ares?

How does Percy help the animals in the trailer?

When does Percy realize that the casino is a trap?

How does Percy break Annabeth out of her trance?

 

What does Percy see in each scene of his dream?  What do you think the dream means?

 

Writing:

In the hotel, the 3 friends play different games. What are the games and what does the game each one plays tell you about the character.

Due:

Lightning Thief Lesson 25 Chapter 15

4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.
4.W.RW.10 - Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences; promote writing fluency.

LearnZillion Guidebooks 

Lesson 25 - Chapter 15

Describing Characters 

 

Vocabulary:

sneer, n. a mocking smile

proposition, n. a plan to do business or a proposal

barbed wire, n. wire with clusters of short, sharp spikes

subsiding, v. going to a lower level 

submerged, adj.  below the surface of an area of water

 

Chapter 15 "A God Buys us Cheeseburgers"

 

Questions:

What is Iris-messaging?  What modern technology could it be compared to?

How does Annabeth react when she "sees" Luke through the messaging? Why?

When Luke tells Percy to tell Grover that it will be better this time and that no one will get turned into a pine tree, what do we learn about Grover?

What does Annabeth discover at the the amusement park that the friend take with them?

Why couldn't Annabeth help Percy when they were trapped?

 

Turn and Talk

In this chapter, Annabeth says, "Even strength has to bow to wisdom."  What events in this chapter prove that she is correct?

 

Group work:

Find textual evidence that show Ares's character.

How do his words and actions help to define his character?

 

Writing Prompt:

Using Percy's thoughts, words, and actions in this chapter, could he be described as a hero? 

  • Think about how he responds to challenges. 
  • Does he show any characteristics of a leader?

Due:

Research Task

4.W.RBPK.7 - Conduct short research projects that build knowledge through investigation of different aspects of a topic.

LearnZillion Guidebooks

The Lightning Thief

Lesson 21 - Extension Task

 

Students will complete their research on the mythological character.  

 

Students may begin the PowerPoint once research is complete.  

Students must answer the following questions:

  1. How was your character created and/or who were the parents?
  2. Does your character have any children?
  3. Summarize the main stories of your character.
  4. Describe your character's physical traits.
  5. What type of character traits does your character have?
  6. List your character's supernatural powers or abilities. 

Powerpoint will be graded on accuracy of information as well as correct spelling and punctuation.  Students' information should be written in complete sentences. 

Due:

Lightning Thief Chapter 14

4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

The Lightning Thief

Lesson 20

Chapter 14 - "I Become a Known Fugitive"

 

Vocabulary

fugitive, n. a person who has escaped to avoid arrest

summons, n. the call by someone in authority to appear at a place or attend to a job 

 

Questions

What message does the woman in the water bring to Percy?

What does the woman tell Percy about his mother?

What does the woman tell Percy that encourages him?

What happened to the family that was in the Arch with Percy?

What does Percy learn from hearing the newspaper reporter?

 

Use 2 quotes from the chapter to describe Percy and how he is changing.

 

Extension Task:

Students will continue researching information for their mythological figures project.

Due:

Lightning Thief Chapters 12 and 13

4.RL.KID.2 - Determine a theme of a story, drama, or poem and explain how it is conveyed from details in the text; summarize the text.

Learnzillion Guidebooks

The Lightning Thief

Lesson 19

 

Chapter 12 - "We Get Advice from a Poodle"

Chapter 13 - "I Plunge to my Death"

 

Vocabulary:

pillaging, v.  to rob a place using violence

Chimera, n. a fire breathing female monster with a lion's head, a goat's body, and a serpent's tail

Echidna, n. half-woman, half-snake who was mother to many of the most famous monsters in Greek myths

 

 

Questions:

What revelation does Grovwer make about his and Annabeth's past?

Who appears in Percy's mysterious dream? What is surprising/scary about the dream?

Who is Gladiola? Why is she important?

 

What do you think Percy represents in each of the battles (Mrs. Dodds, Minotaur, Chimera/Echidna)?

Who wins the battles each time?

What does this show you about the theme?

What has Percy started to think about first in his battles?

What does this show you about the theme?

 

What were the main events of the 2 chapters? (Complete as a class on chart paper and then display after numbering in order.)

Due:

Lightning Thief Chapter 11

4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

Learnzillion Guidebooks

The Lightning Thief

Lesson 18 Describing Events in a Story

 

Chapter 11 - "We Visit a Garden Gnome Emporium" 

 

 

Vocabulary:

 

Emporium, n. A large retail store that sells a wide variety of goods

Caravan, n. a group of people traveling together

 

TURN AND TALK:
page 186

What do you think the meaning of impertinent is? Use context clues from p. 186-187

 

Writing:

Write a summary of Percy, Annabeth, and Grover's battle with Medusa.

Due:

Lightning Thief Chapter 10

4.RL.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.
4.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.

Learnzillion Guidebooks

The Lightning Thief

Lesson 17 Taking Notes From Print and Digital Sources

 

Chapter 10 - "I Ruin a Perfectly Good Bus"

 

Students should complete pages 2-3 (Chapter 9 questions) before reading Chapter 10.

 

Vocabulary:

 

drachma, n. the main silver coin of ancient Greece

hyperventilating, v. A condition in which you start to breathe unusually fast

It can lead to dizziness and fainting.

propaganda, n. the spreading of information to support a cause

The information may or may not be true.

Argus, n. a hundred-eyed giant who served the goddess, Hera

He slayed Echidna, the mother of all monsters.

 

 

Worksheet:

 

Students will document the magical items the trio take with them to start their quest

 

Writing Prompt:

 

Write a paragraph describing how Percy shows he is a becoming a hero in Chapter 10.  Use at least two pieces of evidence from the text to support your answer.

 

Extension Task:

Students will continue researching information for their mythological figures project.

Due:

Lightning Thief Lesson 16 Chapter 9

4.RL.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.

The Lightning Thief

Lesson 16 - Defining the Quest in the Lightning Thief

 

Chapter 9 I Am Offered a Quest

Vocabulary:

crevice, n. a narrow opening, usually in a rock

grimaced, v. ugly twisted expression indicating pain or disgust

paranoid, adj. unreasonably anxious or thinking someone is out to get you

Questions:

Why is Percy unhappy when he gets placed in his own cabin?

How does Mr. D respond to finding out who Percy's father is?

What is the master bolt?

What upsets Percy about the Oracles's prophecies?

Who does Percy want to join him on the quest?

What are the prophecies from the Oracle?

 

 

Add information about the Oracle in the mythological creatures chart.

 

Trace Percy's quest. 

What is the stated purpose of Percy's quest?

What talent does Annabeth possess to aid on the quest?

Due:

Lightning Thief Lesson 15 Chapter 8

4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.
4.W.RBPK.7 - Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Learnzillion Guidebooks
The Lightning Thief

Lesson 15 - Describing Characters and Continuing the Research Process

 

Chapter 8 We Capture a Flag

Vocabulary:

alliance, n. union where 2 groups (or more) help each other

pulverize, v. reduce to fine pieces, or to utterly defeat

maimed, v. wound or injure so that art of the body is permanently damaged

 

Character - Percy

Questions: 

What happens each time Percy is in water or near water?

What is revealed in this chapter? What does this mean for Percy?

 

Begin research on mythological creature.

satyr, minotaur, Chiron, Dionysus, Ares, Hermes, Zeus, Poseidon, Hades, Furies, Athena,  the Oracle

 

Students will be given focused questions to answer.

  • What does your mythological creature/character control?
  • Describe the look of your character.
  • What is your character famous for?

Students will highlight information from the provided literature.

Due:

Lightning Thief Lesson 14 Chapter 7

4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

 

Learnzillion Guidebooks
The Lightning Thief

Lesson 14 - Begin the Extension Task

Chapter 7 My Dinner Goes Up in Smoke

Vocabulary

  • seniority, n. a privileged position earned by reason of longer service or higher rank.
  • skeptically, adv. with doubt or hesitation
  • naiads, n. water nymphs

Describe Athena (Mythological Figure Graphic Organizer)

Extension Task:

Students will pick which mythical creature they will research for their extension task.

 

Character Spiral Review:

IXL H.1  IXL | Use actions and dialogue to understand characters | 4th grade language arts

IXL H.2 IXL | Compare and contrast characters | 4th grade language arts

Edulastic assignment for a class grade

Due:

Lightning Thief Lesson 13 Chapter 6

4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.
4.W.TTP.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Learnzillion Guidebooks

The Lightning Thief

Lesson 13

Chapter 6 I Become Supreme Lord of the Bathroom

Students will describe the character, Percy, using evidence from the text

Vocabulary:

•lethal, adj. deadly or capable of causing death

•mausoleum, n. a large burial chamber that is usually above ground

Questions:

If Mrs. Dodds was one of the Furies, why is the name "Kindly One" an odd name to give her and other Furies?

 

TURN AND TALK

  • Before the initiation ceremony when Clarisse tells Annabeth to “stay out of it,” Percy thinks, “I really didn’t want her help. I was the new kid. I had to earn my own rep.” (p. 90)

•What does Percy mean by this?

•What does it say about his character? 

(Could this relate to the culminating writing task? Is this a turning point for change in Percy?)

 

Why does Annabeth make this statement, "I'm thinking, that I want you on my team for capture the flag"?

  • What does this quote tell us about Percy at this point in the book?
  • What does it tell us about Annabeth's character?

 

Writing:

Is Percy a hero?  Use at least two pieces of evidence from the text to support your answer.

Due:

Lightning Thief Lesson 12 Chapter 5

4.RL.KID.2 - Determine a theme of a story, drama, or poem and explain how it is conveyed from details in the text; summarize the text.
4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

Learnzillion Guidebooks

The Lightning Thief

Lessons 12 

Chapter 5 I Play Pinochle with a Horse

Students will use a graphic organizer to summarize the first 5 chapters of the text.

Vocabulary:

Pavilion, n. a light, usually open building used for shelter, concerts, exhibits

Amphitheater, n. an oval or round building with tiers of seats around a central open area, as those used in ancient Rome for gladiatorial contests 

Pseudonym, n. a fictitious name used by an author to conceal his or her identity

Metaphysical, adj. relating to what is real and why things exist

Pinochle, n. a card game with 2-4 players that uses 48-card deck

parasol, incinerates, obliterated (when used in text)

Questions:

After Percy says, “The Minotaur,” why does Grover start saying, “It isn’t a good idea.” (p. 59) (What do you think Grover is trying to say to him?)

TURN AND TALK

  • What do you think is special about the drink Grover gave to Percy?
  • Describe Mr. D's character.
  • How does Mr. D feel about Percy? How do you know?

Due:

Lightning Thief Lesson 11 Connecting film and text

4.RL.IKI.7 - Make connections between the print version of a story or drama and a visual or oral presentation of the same text.

LearnZillion Guidebooks

The Lightning Thief

Lesson 11 - The Lightning Thief

Connecting Text and Film The Battle with the Minotaur

Texts:

The Lightning Thief

D'Aulaires' Book of Greek Myths pages 148-150

Students will compare and contrast the text's version of Percy's battle with the Minotaur to the film's version.

Students will complete a Venn Diagram comparing Percy's battle with the Minotaur to Theseus'.

Students will complete a sequencing organizer detail the events that happen on pages 48-56.

 

Video Clip Link 

https://s3.amazonaws.com/files.planbookedu.com/55/837255/Percy Jackson & the Olympians The Lightning Thief The Minotaur Attacks Clip Fox Family.mp4

Due:

Lightning Thief Lesson 10 Chapters 3 and 4

4.FL.VA.7b.i - Explain the meaning of simple similes and metaphors in context.
4.FL.VA.7a.i - Use context as a clue to the meaning of a word or phrase.
4.RL.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.

LearnZillion Guidebooks

The Lightning Thief

Lesson 10 - The Lightning Thief

Chapter 3 Grover Unexpectedly Loses His Pants

Chapter 4 My Mother Teaches Me Bullfighting

 

Using context to determine the meaning of unknown words

Similes - Students will find two examples of figurative language in the text and log them and their definitions on a graphic organizer

 

Questions:

 Chapter 3

  • What does the word reeked mean as it is used in the text?

 

TURN AND TALK

  • Explain the difference between how Percy describes Gabe's smell to how his mom smells.  How does this help us to better understand how he feels about Gabe as compared to his mom? 
  • What does the phrase, “But my mom’s eyes warned me not to make him mad” mean? (p. 35)

  • What happened to Percy's mom as they got closer to Montauk?
  • Why didn't Percy tell his mom about the strange things that happened to him at Yancy Academy?

 

Chapter 4

 

  • What are the true identities of the three old ladies Percy and Grover saw earlier at the fruit stand? What does it mean if they appear in front of you?
  • Why doesn't Sally let Percy say the monster's name?

  • How did Percy’s mom disappear as compared to the Minotaur?

     

    •What do you think that means?

Due:

Lightning Thief Lesson 9 Chapter 2

4.FL.SC.6.d - Form and use prepositional phrases.
4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

LearnZillion Guidebooks

The Lightning Thief

Lesson 9 - The Lightning Thief Chapter 2

Three Old Ladies Knit Socks of Death

Students will describe the main characters of the Lightning Thief

Students will work with partners to identify prepositional phrases on pages 25-26

 

Spiral Review

Prepositions and prepositional phrases

Videos:

Prepositions by the Bazillions

https://s3.amazonaws.com/files.planbookedu.com/55/837255/Preposition by The Bazillions.mp4

 

Brainpop:

Prepositional Phrases

Prepositional Phrases - BrainPOP

Text:

The Lightning Thief

Read Chapter 2

Questions:

Why does Percy think that the whole school is playing a trick on him? Is this a reasonable thing to believe? 

Percy is a bad student but studies for his Latin exam. What does this show you about Percy?
How does Percy learn that Grover and Mr. Brunner think he is in danger? Why doesn’t he tell them he knows?

TURN AND TALK

  • After the Latin test, what do you think Mr. Brunner was really trying to tell Percy?

 

  • What was Percy's reaction when Grover told him it was his (Grover's) job to protect him?
  • What unusual thing does Percy tell Grover that he saw? How does Grover react to this information?
  • How does Grover act when he and Percy are off the bus on the side of the road? Why do you think he acts this way?

 

TURN AND TALK

  • What do you think Grover meant when he said, "I don't want this to be like the last time." and "Always sixth grade. They never make it past sixth."

Due:

Lightning Thief Lesson 8 Chapter 1

4.FL.VA.7a.i - Use context as a clue to the meaning of a word or phrase.
4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

LearnZillion Guidebooks

The Lightning Thief

Lesson 8 - The Lightning Thief Introduction

 

Text

The Lightning Thief

 

Read Chapter 1

Complete the character chart for Chapter 1

Who is the main character in Chapter 1?

Describe Percy Jackson based on his thoughts, actions, and words.

Complete the character evidence chart.

Vocabulary:

•Disgorge, v. to throw up forcefully 

•Stele, n. an upright stone slab or pillar that has an inscription or design. Steles serve as monuments or markers.

Questions

What is the meaning of immortal?

What does the term "half blood" mean?

What elements of mythology did you notice in Chapter 1?

What makes Percy different from “normal” boys?

What kind of school is Yancy Academy?

Who is Grover?

Why does seeing the taxi make Percy unhappy?

What problem has the author already indicated Percy faces?

Who is Mrs. Dodds? How does she relate to the title of the chapter?How have things changed at the end of Chapter 1 for Percy?

Who is telling the story? (point of view)

Due:

Lightning Thief Lesson 8 - Introduction to Lightning Thief

4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.
4.FL.VA.7a.i - Use context as a clue to the meaning of a word or phrase.

LearnZillion Guidebooks

The Lightning Thief

Lesson 8 - The Lightning Thief Introduction

 

Text

The Lightning Thief

 

Read Chapter 1

Complete the character chart for Chapter 1

Who is the main character in Chapter 1?

Describe Percy Jackson based on his thoughts, actions, and words.

Complete the character evidence chart.

 

Questions

What is the meaning of immortal?

What does the term "half blood" mean?

What elements of mythology did you notice in Chapter 1?

Due:

Lightning Thief Lesson 6 - "The Weaving Contest"

4.RL.KID.2 - Determine a theme of a story, drama, or poem and explain how it is conveyed from details in the text; summarize the text.

LearnZillion Guidebooks Unit

The Lightning Thief 

Lesson 6 - Determining a Theme in a Myth

How to Find the Theme of a Story - Bing video

Text 

"The Weaving Contest"

 

Add to the mythological figures chart (Minerva)

 

Questions

What makes "The Weaving Contest" a myth?

How does the ending passage of the myth help you understand the theme of the text?

What other details or evidence from the story support this theme?

Determine the theme of the myth, "The Weaving Contest".

 

Complete the Post Reading questions.

 

Writing

What is a theme of "The Weaving Contest"?  

Write a paragraph to answer the question.

Be sure to include the following. 

  • a topic sentence that states your claim
  • text examples, quotes, and evidence that support your claim
  • a concluding sentence that restates your claim

Due:

Lightning Thief Lesson 6 - "The Weaving Contest"

4.RL.KID.2 - Determine a theme of a story, drama, or poem and explain how it is conveyed from details in the text; summarize the text.

LearnZillion Guidebooks Unit

The Lightning Thief 

Lesson 6 - Determining a Theme in a Myth

How to Find the Theme of a Story - Bing video

Text 

"The Weaving Contest"

 

Add to the mythological figures chart (Minerva)

 

Questions

What makes "The Weaving Contest" a myth?

How does the ending passage of the myth help you understand the theme of the text?

What other details or evidence from the story support this theme?

Determine the theme of the myth, "The Weaving Contest".

 

Complete the Post Reading questions.

 

Writing

What is a theme of "The Weaving Contest"?  

Write a paragraph to answer the question.

Be sure to include the following. 

  • a topic sentence that states your claim
  • text examples, quotes, and evidence that support your claim
  • a concluding sentence that restates your claim

Due:

Lightning Thief Lesson 5 - Connecting text and film

4.RL.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.

LearnZillion Guidebooks Unit

The Lightning Thief 

Lesson 5 - Connecting Text and Film

 

Text 

Heracles (Hercules)

Clip from "Hercules"

https://youtu.be/V-N58lgiAew

 

 

Questions

What did you notice in the movie that related specifically to the descriptions of characters or events in the written myth?

How did the film help you to better understand the events of the myth?

 

Writing

Write a paragraph comparing the two versions of the myth focusing on details in the film that reflect tasks in the myth.

How is the story told?

How do the tasks differ? How are they the same?

Due:

Lightning Thief Lesson 4 - Myths

4.RL.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.

Learnzillion Guidebooks

The Lightning Thief

Lesson 4

Defining a Myth

Texts:

Favorite Greek Myths introduction

The Face in the Pool

Heracles

Questions:

What is the purpose of reading myths?

What is a myth?

PowerPoint:

Students will create a PowerPoint page where they define a myth and support their definitions with examples/details/quotes from "The Face in the Pool" and "Heracles" that support this definition.

Due:

Lightning Thief Lesson 3 - Hercules

4.W.TTP.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Learnzillion Guidebooks

The Lightning Thief

 

Lesson 3

The Myth of Hercules

 

Text:

Hercules from D'Aulaires' Book of Greek Myths

 

Character Chart:

 

Hercules

Hera 

King Eurystheus

 

Questions:

 

Consider the definition of a quest as being a journey towards a goal.  Was Hercules on a quest? Why or Why not?  

How does this quote provide evidence that Hercules was on a quest?

 

What makes a hero? (Group Discussion)

 

Writing Prompt:

 

Write a paragraph answering the following question:

Is Hercules a Hero?

 

•Include a topic statement that states your claim

•At least two pieces of evidence from the text to support your claim

•A concluding statement that restates your topic statement in a different way

Due:

Lightning Thief Day 5 Lesson 3

4.W.TTP.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Learnzillion Guidebooks

The Lightning Thief

 

Lesson 3

The Myth of Hercules

 

Text:

Hercules from D'Aulaires' Book of Greek Myths

 

Character Chart:

 

Hercules

Hera 

King Eurystheus

 

Questions:

 

Consider the definition of a quest as being a journey towards a goal.  Was Hercules on a quest? Why or Why not?  

How does this quote provide evidence that Hercules was on a quest?

 

What makes a hero? (Group Discussion)

 

Writing Prompt:

 

Write a paragraph answering the following question:

Is Hercules a Hero?

 

•Include a topic statement that states your claim

•At least two pieces of evidence from the text to support your claim

•A concluding statement that restates your topic statement in a different way

Due:

Lightning Thief Day 4 Lesson 2

4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.
4.FL.VA.7b.i - Explain the meaning of simple similes and metaphors in context.

Learnzillion Guidebooks

The Lightning Thief

 

Lesson 2

An Introduction to Mythology Part II

 

Text :

The Face in the Pool from Favorite Greek Myths, by Mary Pope Osborne

 

Describe main characters

Identify similes/figurative language

Determine the Theme

 

Group Work:

Look for and explain examples of figurative language in the story.  (Similes, metaphors)

 

Questions:

 

Describe Narcissus as a character.  Use evidence of his thoughts words and actions to support your description of him.

 

Mythological Figures Chart:

 

Narcissus

Echo

 

 

Writing Prompt:

 

Choose either Narcissus or Echo and write a paragraph describing their character:

 

•Describe at least two traits and use at least two pieces of evidence from the text to support your answer  

 

HINT: Examine the character’s thoughts, words, and actions to support your answer.

Due:

Lightning Thief Day 3 Lesson 1

4.RL.KID.2 - Determine a theme of a story, drama, or poem and explain how it is conveyed from details in the text; summarize the text.

Learnzillion Guidebooks

The Lightning Thief

 

Lesson 1

An Introduction to Mythology Part I

 

Text:

The Face in the Pool from Favorite Greek Myths by Mary Pope Osborne

 

Students will summarize the story using a sequence graphic organizer

 

Questions:

What are the major events in the myth, "Face in the Pool?"

What does the word conceited mean?

 

Vocabulary:

 

•Nymph, n. In Greek and Roman mythology, a nymph is a nature spirit in the guise of a woman, inhabiting forests, fields, caves, mountains, lakes, and the sea

•Quenchv. to satisfy a need to drink by drinking liquid

•Desolate, adj. extremely sad and feeling alone

•Forlornly, adv. In a way that shows you are alone and unhappy

 

Writing Prompt: (Theme Spiral Review)

 

A theme is the life lesson or moral an author wants us to learn from a story

What is a theme from The Face in the Pool? Support your answer using evidence from the text.

 

 

Edulastic Theme:

Due:

Lightning Thief Day 2 Set the Context

4.RL.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.
4.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.

Learnzillion Guidebooks

The Lightning Thief

 

Let's Set the Context Lessons 3

Settings in Greek Myths

Settings in Greek Myths | LearnZillion

 

Setting:

Students will Identify 3 settings in Greek Mythology

The Oracle of Delphi

The Underworld

Mount Olympus

 

Writing Prompt:

Why do people visit the Oracle of Delphi?

 

Reading:

From Learnzillion Knowledge Pack:

The Elephant and the Crocodile (CommonLit)

 

Writing Prompt:

Why is it important for the elephant and the crocodile to work together? What different strengths help the two animals retrieve the helmet together?

Describe a time when you worked together with someone.

Due:

Lightning Thief Day 1 Set the Context

4.RL.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.
4.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.

Learnzillion Guidebooks

The Lightning Thief

Let's Set the Context Lessons 1-2

 

 

Lesson 1:

Religious Beliefs in Ancient Greece

 

Name the three special characteristics of a god or goddess.

Venn diagram to compare/contrast humans and gods

 

Learnzillion Video:

Religious Beliefs in Ancient Greece | LearnZillion

 

Lesson 2:

Characters in Greek Mythology

Characters in Greek Mythology | LearnZillion

 

What are the main differences between mortals and immortals?

What type of parents does a demigod have?

 

Vocabulary:

 

•Myth, n. a legendary or a traditional story that usually concerns an event or a hero. 

Typically, a myth involves historical events and supernatural beings

•Mythology, n. is a collection of myths or stories about a specific person, culture, religion

•Quest, n. a search or pursuit made in order to find or obtain something important

•Motif, n. a recurring subject, theme, or idea that reinforces the author's message

 

Brainpop Video:

Greek Gods - BrainPOP

 

Exit Ticket:

Edulastic.com

5 question review

Writing Prompt: 

What is the difference between mortals and immortals?

Due:

Half Day before Christmas Break

1/2 day

 

Dismissal at 11:00 

 

Merry Christmas! Be safe and stay healthy!

Due:

Christmas Stations

4.RL.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.

Christmas Stations

 

#1 Christmas Around the World text with questions

 

#2 Christmas Cards/Winter Scene art

 

#3 Create a reindeer (food)

 

#4  Christmas reading and AR testing

Due:

Culminating Writing Task

4.W.TTP.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Freedom and Treason - discuss meaning of each

Notes for Loyalists and Patriots 

Students will complete the graphic organizer for the culminating writing task. 

 

 

Prompt:  Were the colonists justified in declaring their independence from Great Britain and fighting the Revolutionary War?

Due:

Common Assessment day 2

4.RL.KID.2 - Determine a theme of a story, drama, or poem and explain how it is conveyed from details in the text; summarize the text.

Common Assessment Part 2 (#9-18)

 

George Washington's Socks Chapter 22 and 23

What was the mysterious paper, and how do the kids know they are back in the right time period?

Why has no one been looking for the kids?

How does Matt convince Katie not to tell her parents about the adventure?

What items do the kids have to hide, and why do they have to hide them?

Vocabulary:  din

Students should AR test by Wednesday afternoon.

Due:

Common Assessment Day 1

4.RI.CS.5 - Describe the overall structure of events, ideas, and concepts of information in a text or part of a text.

Text Structure Mini-Lesson (Description)

 

Common Assessment Part 1 (#1-8)

 

George Washington's Socks Chapter 21

What does Katie reveal to the others?

How does Katie get to be a club member?

What do the kids realize about the name Emit Levart?

How does Matt know for sure that they are not in the Delaware River anymore?

Due:

Organization for the Culminating Writing Task

4.W.TTP.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Freedom and Treason - discuss meaning of each

Notes for Loyalists and Patriots 

Students will begin the graphic organizer for the culminating writing task. 

 

George Washington's Socks Chapter 22 and 23

What was the mysterious paper, and how do the kids know they are back in the right time period?

Why has no one been looking for the kids?

How does Matt convince Katie not to tell her parents about the adventure?

What items do the kids have to hide, and why do they have to hide them?

Vocabulary:  din

Students should AR test by Wednesday afternoon

Due:

main idea and summarizing John and Tom

4.RI.KID.2 - Determine the main idea of a text and explain how it is supported by key details; summarize a text.

Text: Those Rebels, John & Tom

Text Structure Mini-Lesson (Cause and Effect)

IXL D.3

IXL | Match causes and effects in informational texts | 4th grade language arts

 

Main Idea and Summarizing review lesson

Use the main idea of the text and  summary chart to create a summary of Those Rebels, John & Tom

 

George Washington's Socks Chapter 21

What does Katie reveal to the others?

How does Katie get to be a club member?

What do the kids realize about the name Emit Levart?

How does Matt know for sure that they are not in the Delaware River anymore?

Due:

Benchmark testing and George Washington's Socks

4.FL.SC.6 - Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.
4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

Benchmark testing (AIMSWEB) for all students in reading 

 

Sentences (capitalization and punctuation) review

Compound Sentences review 

 

George Washington's Socks Chapter 20

 

Why do the rebel soldiers believe that the group is a bunch of spies?

Why does Matt's opinion of the rebel soldiers begin to change?

When Matt has the opportunity to talk to GW, what does he ask him? What does this tell you about Matt?

Pg. 144 I don’t understand it…Who are the good guys and who are the bad guys? What causes Hooter to ask this question? 

Due:

Those Rebels John and Tom Day 2

4.RL.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.
4.FL.VA.7a.i - Use context as a clue to the meaning of a word or phrase.

Text: Those Rebels, John & Tom

 

Why were John Adams and Thomas Jefferson allies?

Why did John Adams compare an organization of men to a nursery?

 

How does this help you understand the challenges the colonies faced?

 

Why was Thomas Jefferson upset by the delegates?

 

What did he want the delegates to accomplish?

 

 

Revise yesterday's writing to include 2 of the vocabulary we discussed today.

 

  • How did John Adams’ and Thomas Jefferson’s skills help each man contribute to America’s independence?

 

Vocabulary:

launch, unite, common, appalled, consensus, justify, compel

 

Kahoot! for text structures (chronological, problem and solution, compare and contrast)

 

Text Structure Mini-Lesson (Description)

 

George Washington's Socks (Ch.19)

What do we discover about the rowboat?

How does this complicate things for the children?

How is Matt’s character changing as he tries to meet the challenges of being a leader?

What happened because of Gustav’s bravery?

Due:

Those Rebels John and Tom Day 1

4.RI.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in the text when drawing inferences from the text.
4.RI.CS.5 - Describe the overall structure of events, ideas, and concepts of information in a text or part of a text.

Text structure - compare and contrast (Mini Lesson)

IXL D.2

IXL | Compare and contrast in informational texts | 4th grade language arts

IXL H.2

IXL | Compare and contrast characters | 4th grade language arts

 

Text: Those Rebels, John & Tom

 

Students will complete an H-chart to compare and contrast the 2 historical figures, John Adams and Thomas Jefferson.

 

Writing in Reading Log:

  • How did John Adams’ and Thomas Jefferson’s skills help each man contribute to America’s independence?

George Washington's Socks (Chapter 18)

Why do the Hessians appear to be giants?

How does Matt plan to rescue Katie and Q?

Why were the Hessians suspicious of Q?

Due:

American Revolution - Those Rebels Day 2 (Vocabulary)

4.RL.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.
4.FL.VA.7a.i - Use context as a clue to the meaning of a word or phrase.

Text: Those Rebels, John & Tom

 

Why were John Adams and Thomas Jefferson allies?

Why did John Adams compare an organization of men to a nursery?

 

How does this help you understand the challenges the colonies faced?

 

Why was Thomas Jefferson upset by the delegates?

 

What did he want the delegates to accomplish?

 

 

Revise yesterday's writing to include 2 of the vocabulary we discussed today.

 

  • How did John Adams’ and Thomas Jefferson’s skills help each man contribute to America’s independence?

 

Vocabulary:

launch, unite, common, appalled, consensus, justify, compel

 

George Washington's Socks (Ch.19)

What do we discover about the rowboat?

How does this complicate things for the children?

How is Matt’s character changing as he tries to meet the challenges of being a leader?

What happened because of Gustav’s bravery?

Due:

American Revolution - Those Rebels Day 1

4.RI.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in the text when drawing inferences from the text.
4.RI.CS.5 - Describe the overall structure of events, ideas, and concepts of information in a text or part of a text.

Text structure - compare and contrast (Mini Lesson)

IXL D.2

IXL | Compare and contrast in informational texts | 4th grade language arts

IXL H.2

IXL | Compare and contrast characters | 4th grade language arts

 

Text: Those Rebels, John & Tom

 

Students will complete an H-chart to compare and contrast the 2 historical figures, John Adams and Thomas Jefferson.

 

Writing in Reading Log:

  • How did John Adams’ and Thomas Jefferson’s skills help each man contribute to America’s independence?

 

 

George Washington's Socks (Chapter 18)

Why do the Hessians appear to be giants?

How does Matt plan to rescue Katie and Q?

Why were the Hessians suspicious of Q?

Due:

American Revolution - the war ends

4.RI.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in the text when drawing inferences from the text.
4.RI.CS.6 - Compare and contrast two accounts of the same event or topic; describe the differences in focus and the information provided.

George vs. George, pages 50-53

If you Lived at the Time of the American Revolution, pages 68-75

 

 

Questions:  What were the effects of the war?

Explain what changed from before the war and why.

How do the differences in the two texts affect your understanding of the war?

 

Mini Lesson - Idioms 

IXL: FF.2 and FF.4

https://www.ixl.com/ela/grade-4/identify-the-meaning-of-idioms-and-adages-set-1

https://www.ixl.com/ela/grade-4/identify-the-meaning-of-idioms-and-adages-set-2

 

George Washington's Socks (Chapter 17)

Why is it important Matt figure out a way to communicate with the Indians?

Why is Tony angry with Matt?

Matt experiences 2 emotions at the end of Chapter 17.  What are they? What causes each of these emotions?

Due:

American Revolution

4.RI.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in the text when drawing inferences from the text.
4.RI.KID.2 - Determine the main idea of a text and explain how it is supported by key details; summarize a text.

Blood, Smoke, and Freedom text with accompanying questions

(This is the true story of a 15 year old boy who became an American Soldier during the American Revolution.)

 

Questions are skills-based (text features) and also text evidence based.

 

Vocabulary:

wilderness - uninhabited, uncultivated region

 

colonies - areas under full or partial political control of another country

 

territory - organized division of a country that is not yet a state

 

slaves - people who are legal property of another

 

memoir - historical account or biography written from personal knowledge

 

musket - type of gun fired from the shoulder

 

regiment - unit of an army

 

ferried - carried by a ferry across water

Due:

American Revolution - the fighting begins

4.RI.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in the text when drawing inferences from the text.
4.FL.SC.6.f - Use correct capitalization.
4.FL.SC.6.h - Use a comma before a coordinating conjunction in a compound sentence.

NearPod on Loyalists and Patriots (Code: IHAJZ)

NearPod on Paul Revere/Battle of Lexington and Concord (Code: S4XEQ)

 

Readworks article: The Shot Heard Round the World with questions (graded assignment)

 

Capitalization/Punctuation in Sentences practice

Compound Sentence practice

 

George Washington's Socks (Chapter 16)

What frightens and then surprises Matt as he rides through the woods?

What do we discover about Adam Hibbs in this chapter?

What happened to Katie and Q and why didn’t the same thing happen to Hooter and Tony? 

Due:

American Revolution - Katie's Trunk (theme)

4.RL.KID.2 - Determine a theme of a story, drama, or poem and explain how it is conveyed from details in the text; summarize the text.

Review Katie's Trunk

-Describe the narrator of Katie's Trunk.

-Summarize the events of Katie's Trunk.

 

Theme - Mini Lesson

IXL B.1

https://www.ixl.com/ela/grade-4/determine-the-themes-of-myths-fables-and-folktales

 

Work toward finding the theme of Katie's Trunk.

Questions:  How has Katie's community changed?

Katie runs back inside to protect her home.  What happens once she is inside?

What does Katie realize about John Warren's actions?

 

Select a topic for a possible theme. What message does the author most likely want to share about the topic you selected? Discuss possible themes.

 

George Washington's Socks (Chapter 17)

Why is it important Matt figure out a way to communicate with the Indians?

Why is Tony angry with Matt?

Matt experiences 2 emotions at the end of Chapter 17.  What are they? What causes each of these emotions?

Due:

American Revolution - Katie's Trunk (theme)

4.RL.KID.2 - Determine a theme of a story, drama, or poem and explain how it is conveyed from details in the text; summarize the text.

Review Katie's Trunk

-Describe the narrator of Katie's Trunk.

-Summarize the events of Katie's Trunk.

 

Theme - Mini Lesson

IXL B.1

https://www.ixl.com/ela/grade-4/determine-the-themes-of-myths-fables-and-folktales

 

Work toward finding the theme of Katie's Trunk.

Questions:  How has Katie's community changed?

Katie runs back inside to protect her home.  What happens once she is inside?

What does Katie realize about John Warren's actions?

 

Select a topic for a possible theme. What message does the author most likely want to share about the topic you selected? Discuss possible themes.

 

George Washington's Socks (Chapter 17)

Why is it important Matt figure out a way to communicate with the Indians?

Why is Tony angry with Matt?

Matt experiences 2 emotions at the end of Chapter 17.  What are they? What causes each of these emotions?

Due:

American Revolution - Katie's Trunk

4.RL.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.

Katie's Trunk by Ann Turner

Questions: What happens in Katie's Trunk?

 

Mini Lesson - Point of View

 

IXL G.1

https://www.ixl.com/ela/grade-4/identify-the-narrative-point-of-view

 

Flex time - George Washington's Socks Chapter 16

What frightens and then surprises Matt as he rides through the woods?

What do we discover about Adam Hibbs in this chapter?

What happened to Katie and Q and why didn’t the same thing happen to Hooter and Tony?

Due:

American Revolution - different accounts of Paul Revere's Ride

4.RI.CS.6 - Compare and contrast two accounts of the same event or topic; describe the differences in focus and the information provided.

Students will be writing a response that compares different portrayals of Paul Revere's ride.  

How are the events of Paul Revere's ride portrayed similarly and differently in the 3 texts?  We will write a main idea sentence and discuss how each portrayal is the same as well as different.  Students will find the evidence from the texts. 

 

Grammar - commas and conjunctions (compound sentences) Mini Lesson 

 

IXL - JJ.8

https://www.ixl.com/ela/grade-4/is-the-sentence-simple-or-compound

 

 

Flex Time - George Washington's Socks Chapter 15

Why did Matt reveal who he really was to Mr. Hornbee?

What reaction did this create in both Mr. and Mrs. Hornbee?

What factors influenced the Hornbees actions toward Matt?

Vocab:  outhouse, rump, wall to wall carpet

Due:

American Revolution - Practice Cold Read Task

4.RI.CS.6 - Compare and contrast two accounts of the same event or topic; describe the differences in focus and the information provided.
4.RI.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in the text when drawing inferences from the text.

Practice Cold Read Task

 

Complete the evidence chart for Liberty! (One if by Land, Two if by Sea) 

 

Flex Time - George Washington's Socks Chapter 13-14

 


As Israel gets weaker, what choice does Matt face?
Pg. 77 Henry says, “Let him be. There’s enough here to take care of the Hessians. Israel’s fighting is over. Let him be.” What is he telling Matt?
Henry gives Matt the wool strips from his hands. What does this tell us about his character?
What is the significance of the promise Matt makes to Israel?
What is the mood of Chapter 14? How does Mr. Hornbee’s appearance contribute to the mood?
Why did Matt reveal who he really was to Mr. Hornbee? What reaction did this create in both Mr. and Mrs. Hornbee?
What factors influenced the Hornbees actions toward Matt?
What does Matt promise Israel in chapter 13? Using evidence from the text, write about whether or not you think Matt will be able to keep his promise.

 

What was the promise that Israel asked Matt to make?

Why did he ask him to make that promise?

*Discussion of progression of the friendship between the 2 boys*

 

Matt from Chapter 13 to the end of Chapter 14 (what happens to him, how do his feelings change)

Due:

American Revolution - Paul Revere's Ride

4.RL.KID.2 - Determine a theme of a story, drama, or poem and explain how it is conveyed from details in the text; summarize the text.
4.RL.CS.5 - Explain major differences between poems, drama, and stories, and refer to the structural elements when writing or speaking about a text.
4.RL.RRTC.10 - Read and comprehend stories and poems throughout the grades 4-5 text complexity band proficiently, with scaffolding at the high end as needed.

Review "Paul Revere's Ride" to determine the differences in settings throughout the poem.

 

Analyze the poem with questions:

What does somber mean?

How would you describe the initial atmosphere of the poem?

Support your answer with evidence from the poem.

 

Read stanzas 2-7 and highlight the sound words.

Read stanzas 8-13 and highlight the sound words in a different color.

What are the differences between the sounds at the beginning of the poem and the sounds at the end of the poem?

 

Read stanzas 73-80 and discuss. Considering these lines from the poem, what is the importance of Paul Revere's Ride?

 

Complete the evidence chart for "Paul Revere's Ride".

 

George Washington's Socks Chapters 11 and 12

 

Why is Matt excited when he recognizes Henry Knox?

How are the luxuries Matt is used help him to understand how different things are for the men he is encountering?

What important military plans Israel and Matt overheard?

Who are the Hessians?

Why is Matt so fearful of the upcoming battle at Trenton?

Due:

American Revolution Lesson 17

4.RI.KID.2 - Determine the main idea of a text and explain how it is supported by key details; summarize a text.

LearnZillion Lesson 17 

 

Text: "Paul Revere's Ride"

 

Read the poem. Complete the summary page of "Paul Revere's Ride"

 

Practice reading parts of the poem aloud.

 

Flex time - George Washington's Socks Chapter 16

What frightens and then surprises Matt as he rides through the woods?

What do we discover about Adam Hibbs in this chapter?

What happened to Katie and Q and why didn’t the same thing happen to Hooter and Tony?

Due:

American Revolution Lesson 16

4.RI.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in the text when drawing inferences from the text.

Guidebooks Lesson 16

Text:  And Then What Happened, Paul Revere?  by Jean Fritz

 

After reading pgs. 5-14, pgs. 17-24, and 25-33 students will answer specific questions as indicated on the the Jigsaw directions.

 

At the conclusion of the reading and sharing information that is learned, students will complete the 1st row on the evidence chart. 

 

Flex Time - George Washington's Socks Chapter 15

Why did Matt reveal who he really was to Mr. Hornbee?

What reaction did this create in both Mr. and Mrs. Hornbee?

What factors influenced the Hornbees actions toward Matt?

Vocab:  outhouse, rump, wall to wall carpet

Due:

American Revolution Lesson 15

4.RI.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in the text when drawing inferences from the text.
4.W.RBPK.7 - Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Guidebooks Lesson 15

 

Students will use texts and notes from their research to complete the Group Response form. After completing, students will compare answers with other groups. 

 

Texts: If You Lived at the Time of the American Revolution by Kay Moore

Liberty!
 

 

Flex Time - George Washington's Socks Chapter 13-14

 


As Israel gets weaker, what choice does Matt face?
Pg. 77 Henry says, “Let him be. There’s enough here to take care of the Hessians. Israel’s fighting is over. Let him be.” What is he telling Matt?
Henry gives Matt the wool strips from his hands. What does this tell us about his character?
What is the significance of the promise Matt makes to Israel?
What is the mood of Chapter 14? How does Mr. Hornbee’s appearance contribute to the mood?
Why did Matt reveal who he really was to Mr. Hornbee? What reaction did this create in both Mr. and Mrs. Hornbee?
What factors influenced the Hornbees actions toward Matt?
What does Matt promise Israel in chapter 13? Using evidence from the text, write about whether or not you think Matt will be able to keep his promise.

 

What was the promise that Israel asked Matt to make?

Why did he ask him to make that promise?

*Discussion of progression of the friendship between the 2 boys*

 

Matt from Chapter 13 to the end of Chapter 14 (what happens to him, how do his feelings change)

Due:

American Revolution Lesson 14

4.W.RBPK.7 - Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Lessons 13 and 14 - Conducting research (2 Unit Focus questions)

What causes Loyalists and Patriots to take opposing stances in the American Revolution?

Who/what were the significant people, dress, symbols, and language of the time period?

George vs. George pgs. 26-28 and 32-37 and begin research notes

If You Lived at the Time of the American Revolution sections 6-14 and 23-25

"Military Perspectives" Article on PBS.org

Exit Ticket:  Write one fact you have learned through your research about the American Revolution.

 

Flex Time - George Washington's Socks Chapters 10,11, 12

 

How does Matt’s perspective influence his feelings?

Why does Israel accept the way Matt is dressed.

Why did Matt give Israel his sock and sneaker? What does this tell us about his character?

How did Israel come to be in the army?

Why has he decided not to reenlist?

What finally brings Matt to tears?

Why is Matt excited when he recognizes Henry Knox?

How are the luxuries Matt is used help him to understand how different things are for the men he is encountering?

What important military plans Israel and Matt overheard?

Who are the Hessians?

Why is Matt so fearful of the upcoming battle at Trenton?

Due:

American Revolution Lessons 12 and 13

4.W.RBPK.7 - Conduct short research projects that build knowledge through investigation of different aspects of a topic.
4.W.TTP.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information..

LearnZillion Guidebooks

Lesson 12 and 13 Writing an Opinion Paragraph

 

Students will take the evidence written in Lesson 11 and use the evidence from the evidence chart to provide at least 2 reasons with evidence to support their opinion. 

 

We will look at a sample paragraph to check for main idea, evidence, and conclusion.

 

Write paragraphs looking to see that they have 1 prepositional phrase, main idea, and evidence for each reason.

 

Flex Time

George Washington's Socks - Chapter 8 and 9

Questions:

How is Matt’s perspective different from General Washington’s perspective?

Why does the author describe the setting and the young soldier in such detail on page 41?

Who is given directions to see the children to safety?

Why did George Washington choose Christmas night to cross the Delaware?

Bottom pf pg. 48 “The silence of the ragged rebel army could not conceal their hope and joy” What does this tell us about Washington’s leadership?

What motivated Matt to separate from the group?

Who are the Hessians?

 

Writing Prompt:

In your opinion, what kind of leader is George Washington. Be sure to give examples from the text to support your answer.

 

Lesson 13 - Conducting research (2 Unit Focus questions)

What causes Loyalists and Patriots to take opposing stances int he American Revolution?

Who/what were the significant people, dress, symbols, and language of the time period?

George vs. George pgs. 26-28 and 32-37 and begin research notes

If You Lived at the Time of the American Revolution sections 6-14 and 23-25

"Military Perspectives" Article on PBS.org

Exit Ticket:  Write one fact you have learned through your research about the American Revolution.

Due:

American Revolution Lesson 12

4.W.TTP.1.b - Develop an opinion with reasons that are supported by facts and details.
4.FL.SC.6.d - Form and use prepositional phrases.

LearnZillion Guidebooks

 

Lesson 12 Writing an Opinion Paragraph

 

Students will take the main idea sentence written in Lesson 11 and use the evidence from the evidence chart to provide at least 2 reason with evidence to support their opinion. 

 

We will look at 2 sample paragraphs to check for main idea, evidence, and conclusion.

 

Mini Lesson 

Prepositional Phrases 

 

Edit paragraphs looking to see that they have 1 prepositional phrase, main idea, and evidence for each reason.

Flex Time

George Washington's Socks - Chapter 8 and 9

Questions:

How is Matt’s perspective different from General Washington’s perspective?

Why does the author describe the setting and the young soldier in such detail on page 41?

Who is given directions to see the children to safety?

Why did George Washington choose Christmas night to cross the Delaware?

Bottom pf pg. 48 “The silence of the ragged rebel army could not conceal their hope and joy” What does this tell us about Washington’s leadership?

What motivated Matt to separate from the group?

Who are the Hessians?

 

Writing Prompt:

In your opinion, what kind of leader is George Washington. Be sure to give examples from the text to support your answer.

Due:

American Revolution Lesson 11

4.RI.KID.2 - Determine the main idea of a text and explain how it is supported by key details; summarize a text.
4.W.TTP.1.b - Develop an opinion with reasons that are supported by facts and details.

LearnZillion Guidebooks

 

Lesson 11  - Write an opinion paragraph

Text:

George vs. George

 

If You Lived at the Time of the American Revolution

 

Liberty! How the Revolutionary War Began

 

Evidence Chart

Which side, Loyalist or Patriot, had the best argument?

 

Remind students to use quotation marks when directly quoting texts.

 

After filling in evidence for both, students should decide which side had the best argument.

 

Main Idea statement page - identify what you are writing about

 

Flex Time

 

George Washington's Socks - Chapter 6 and 7

Questions:

What do the children immediately notice about how their surrounding have changed?

Choose three character traits to describe Hooter. Use examples from you reading to support your choices.

What inscription did Q and Tony discover in the boat? Do we know what it means? What event causes all the boys to panic?

Who rescues Katie?

What conclusion to the boys come to about where they are?

Why are General Washington and his men concerned about who the children might be?

Due:

American Revolution Lesson 10

4.RI.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in the text when drawing inferences from the text.
4.RI.CS.5 - Describe the overall structure of events, ideas, and concepts of information in a text or part of a text.
4.FL.VA.7b.i - Explain the meaning of simple similes and metaphors in context.

Guidebooks Lesson 10 

Understand Each Side of the Conflict 

 

Read pages 13-18 of George vs. George

Discussion:  Are the opinions of each side justified?

 

Text: George vs. George

Review of metaphors using page 11

 

Text structure - brief introduction

Discuss compare and contrast structure of the text.

 

Writing:

There are 2 sides to every story. How is this statement true about the American Revolution? 

 

Flex Time

George Washington's Socks Chapter 4 and 5

How does the author set up the main problem in these chapters?

What is the legend of the lake?

It seems the author is giving us several pieces of information that might be important later in the story.

What do you think they are?

· Three-quarter moon

· Levart

· Adam Hibbs

What larger event do Katie’s actions cause?

 

How do the characters feelings about the rowboat change once they get near it?

Due:

American Revolution Lessons 8 and 9

4.FL.VA.7a.ii - Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.
4.RI.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in the text when drawing inferences from the text.

Learnzillion Guidebooks

 

The American Revolution

Lesson 8 George vs George

 

MIni Lesson:

 

Roots and affixes review with BrainPOP video/practice

 

Vocabulary: students will write these definitions on their vocabulary chart

 

uprising

unravel

uncivilized

 

Questions:

 

Why might the British believe the colonists were uncivilized?

Why were the British especially concerned about the uprising in America?

 

Texts:

George vs. George pages 7-11,13-15, 18-27

Lesson 9 Summarizing a text using academic vocabulary

 

What were the colonists' arguments against Great Britain?

 

Vocabulary

directly, controlled, uprising, unfairly, limited, rights, consent, resented, declared, independence

 

Flex Time

George Washington's Socks Chapter 3

Does the group’s decision to hike to the lake seem to be a good idea? Why or why not?

 

Write an opinion paragraph to express your opinion about whether you think the decision to hike to the lake was a good idea. Use evidence from the text to support your opinion.

Due:

American Revolution Lesson 9

4.RI.KID.2 - Determine the main idea of a text and explain how it is supported by key details; summarize a text.
4.W.TTP.2.g - Use precise language and domain-specific vocabulary to inform about or explain the topic.

Learnzillion Guidebooks

The American Revolution

Lesson 9 Summarizing a text using academic vocabulary

Text

George vs. George pages 14-15,18,20-21, 23-27

What were the colonists' arguments against Great Britain?

Vocabulary

directly, controlled, uprising, unfairly, limited, rights, consent, resented, declared, independence

Flex Time

George Washington's Socks Chapter 4 and 5

How does the author set up the main problem in these chapters?

What is the legend of the lake?

It seems the author is giving us several pieces of information that might be important later in the story.

What do you think they are?

· Three-quarter moon

· Levart

· Adam Hibbs

What larger event do Katie’s actions cause?

 

How do the characters feelings about the rowboat change once they get near it?

Due:

American Revolution Lesson 8

4.RI.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in the text when drawing inferences from the text.
4.FL.VA.7a.ii - Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.
Learnzillion Guidebooks

The American Revolution

Lesson 8 George vs George

MIni Lesson:

Roots and affixes

Vocabulary: students will write these definitions on their vocabulary chart

uprising

unravel

uncivilized

Questions:

Why might the British believe the colonists were uncivilized?

Why were the British especially concerned about the uprising in America?

Texts:

George vs. George pages 7-11,13.

Flex Time

George Washington's Socks Chapter 3

Does the group’s decision to hike to the lake seem to be a good idea? Why or why not?

Write an opinion paragraph to express your opinion about whether you think the decision to hike to the lake was a good idea. Use evidence from the text to support your opinion.

Due:

American Revolution Lesson 7

4.RI.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in the text when drawing inferences from the text.
4.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.

Learnzillion Guidebooks

The American Revolution

Lesson 7 Loyalists vs. Patriots

Texts:

Pages 14 -28 of If You Lived at the Time of the American Revolution

Constructed Response Questions:

List some of the causes of the Revolutionary War.

Loyalists and Patriots had very different opinions.  How were they different? Provide multiple examples from the text to support your answer.

Why would France, Spain and Holland support the Patriots?

Flex Time

Introduction to novel George Washington's Socks by Elvira Woodruff Chapters 1-2

Questioning (Text-based)

What is the purpose of the adventure club?

Why are the members disappointed in their first meeting?

Why do you think the author gives us so much information about The Crossing of the Delaware and the Revolutionary War?

How does Matt validate each of his friends by giving them a job? What does this tell us about Matt’s character?

Hooter is soft-hearted.  Provide 2 details that prove this statement.

Due:

American Revolution Lesson 6

4.RI.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in the text when drawing inferences from the text.
4.RI.IKI.9 - Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Learnzillion Guidebooks

The American Revolution

Lesson 6 Visual Presentations

Students will present their visual products.

Writing Prompt:

In your opinion, what are the two most significant events that led directly to the Revolutionary War? Explain why you believe they are significant. Include at least two pieces of text evidence to support your answer.

 

Texts:

If You Lived at the Time of the American Revolution

Liberty!

Due:

American Revolution Lesson 5

4.RI.IKI.9 - Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
4.SL.PKI.5 - Add multimedia such as audio and visual elements to presentations when appropriate to enhance the development of main ideas or themes.

Learnzillion Guidebooks

The American Revolution

Lesson 5 Who Were the American Colonists?

Visual Presentations: 

Students will create a visual presentation using PowerPoint that answers the following questions:

Where did the colonists originate (come from)?

What types of jobs did colonists perform?

How did colonists live?

What were the colonists' opinions of the British?

Texts:

If You Lived at the Time of the American Revolution

Liberty!

Video:

The 13 American Colonies

Due:

American Revolution Lesson 4

4.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.

Learnzillion Guidebooks

The American Revolution

Lesson 4 - Integrating Information from Two Sources

Writing:

Students will need any information and work from the week to gather information.

Use information from the two texts, Liberty! How the Revolutionary War Began and If You Lived in the Time of the American Revolution to answer the following question:  

 

What caused the American Revolution? Use at least two pieces of text evidence to support your answer.

Texts:

If You Lived in the Time of the American Revolution

Liberty! How the American Revolution Began

Due:

American Revolution Lesson 3

4.RI.KID.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in a text.
4.FL.SC.6.g - Use commas and quotation marks to mark direct speech and quotations from a text.

Learnzillion Guidebooks

The American Revolution

Lesson 3 Identify Each Side of the Conflict

 

Spiral Review:

Dialogue and Quotation Marks worksheet in student handbook

 

Vocabulary Chart: 

Students will complete a vocabulary chart during the lesson for the following words:

 

declaration

interested

invading

direct

controlled

stirred

representation

We will be reading the first 5 sections of the text.

 

Writing Prompt: 

Why might the colonists on the left side of the image be upset? Why might the colonists on the right side of the image be excited? 

Text: 

If You Lived in the Time of the American Revolution

Due:

American Revolution Lesson 2

4.RI.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in the text when drawing inferences from the text.
 

Learnzillion Guidebooks

The American Revolution

Lesson 2 - Liberty! How the American Revolutionary War Began

 

Writing: 

Students will use an organizer to summarize main events leading to the Revolutionary War

 

Texts:

Liberty!  How the Revolutionary War Began

pages 2-9

Due:

American Revolution Lesson 1

4.FL.F.5.c - Use context to confirm or self-correct word recognition and understanding of words; reread as necessary.
4.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.

 

Learnzillion Guidebooks

The American Revolution

Lesson 1 - Introduction to the American Revolution

Analyze the front cover of a text.

 

Questions:

What liberty did colonists gain in America?

What liberty did colonists not gain in America?

Why were the British willing to support the colonies?

 

Vocabulary Chart:

Students will complete a vocabulary chart during the lesson for the following words:

liberty

subjects

opportunity

ally

possession

Writing Prompt: 

Students will pick one of the following prompts to answer in writing:

Why was America considered the land of opportunity?

Why were the British and colonists allies in the French and Indian War?

What were the results of the French and Indian War?

 

Texts:

If You Lived at the Time of the American Revolution

Liberty!: How the Revolutionary War Began

Due:

American Revolution Day 1

4.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.

Learnzillion Guidebooks 

The American Revolution

Set the Context Lessons 1-3

 

UNIT FOCUS QUESTIONS:

What did colonists consider when making decisions up to and during the American Revolution?

What caused Loyalists and Patriots to take opposing stances in the American Revolution?

Who/what were the significant people, dress, and symbols of the time period?

Questions:

Who were the colonists?

What were the colonists fighting for?

What is a revolution?

What does it mean to be independent?

Why did people in Peru fight a revolution to become independent from Spain?

What are some similarities and differences between Monarchies and Democracies?

 

Writing:

Describe how colonists would feel about being forced to let British soldiers live with them.

 

Brainpop Video: 

For further context: The British Empire

Due:

Whipping Boy Cumulative Writing

4.RL.KID.2 - Determine a theme of a story, drama, or poem and explain how it is conveyed from details in the text; summarize the text.
4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

Students will complete an essay about The Whipping Boy.

 

 

 

Mini Lesson on Women's Suffrage

 

https://www.ducksters.com/history/civil_rights/womens_suffrage.php

Due:

Whipping Boy Theme

4.RL.KID.2 - Determine a theme of a story, drama, or poem and explain how it is conveyed from details in the text; summarize the text.

We will finish any part of The Whipping Boy that we have not completed.

 

Theme Mini Lesson with practice passages 

 

IXL B.1

https://www.ixl.com/ela/grade-4/determine-the-themes-of-myths-fables-and-folktales

 

 

Preparation and evidence finding for culminating writing task - Students will take notes to prepare for their writing. 

Due:

Whipping Boy Chapters 19-20

4.RL.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.
4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

The Whipping Boy Chapters 19-20

 

Questions: 

How does this excerpt show a change in Prince Brat and Jemmy’s relationship since the beginning of the story?

Why is Jemmy angry with the Prince after he runs off from the fair? 

How does the Prince react to his anger?

 

Students will create a list of events that occurred in the final chapter that show a change in Prince Brat's character.

 

Group Activity:

Choose one word to describe Jemmy at the end of the book.
Choose one word to describe Prince Brat at the end of the book.
Support your answer with at least two details or examples from the text.
Write your word and evidence on provided index cards.

Due:

Chapters 17-18 Whipping Boy

4.RL.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.
4.RI.KID.2 - Determine the main idea of a text and explain how it is supported by key details; summarize a text.
4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

Unit Cold Read Assessment - "The Middle Ages - Medieval Castles"

 

The Whipping Boy - Chapters 17-18

 

Questions:

What is so surprising about the first time that Jemmy heard Prince Brat laugh?

What did Smudge help Jemmy realize? 

How did this event have an impact on Jemmy’s character?

 

Writing:

Prince Brat experiences many “firsts” in these two chapters.

 

Describe the events that occurred and explain how they have impacted Prince Brat and his relationship with Jemmy.

Due:

Whipping Boy Chapter 14-16

4.RL.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.
4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

Quick review of Chapters 12 and 13

 

Read The Whipping Boy Chapter 14.

Complete a character analysis of both Jemmy and Prince Brat using the information from Chapters 10-14. 

 

Vocabulary: compass, resentment

  

Read Chapters 15 and 16 and complete the questions that are in the student folder. 

Vocabulary:  coach, heir

 

Writing: 

Write a paragraph to explain the events in chapters 15 and 16 that have the greatest impact on Jemmy and Prince Brat’s relationship.

 

Give at least two details from the text to support your answer.

Due:

Whipping Boy Chapters 12-13

4.RL.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.

Read the Whipping Boy Chapters 12 and 13.

Students will answer text-based questions.

 

Vocabulary: betrayed, foliage

 

Questions:

What was Jemmy’s plan for escaping when Hold-Your-Nose Billy left to deliver the ransom note?

 

Writing:

Who do you think has the right to be angry, Jemmy or Prince Brat, at the end of Chapter 13? Why?

 

Support your opinion with at least two reasons or examples from the text.

Due:

Whipping Boy Chapters 9-11

.RL.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.
4.RI.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in the text when drawing inferences from the text.

Read the section in Horrible, Miserable Middle Ages titled "Trenchers and Other Treats".

 

Describe how peasants acquired food in the Middle Ages.

 

Read Chapters 9, 10, and 11 in The Whipping Boy.

 

Using what you have learned about the difference between poor and rich people's lives in the Middle Ages, why would the Ruffians have wanted to capture the Prince in the first place? Use details from the text to explain your answer.

 

How do the cutthroats feel about delivering the ransom note? What words or phrases helped you to determine how they felt?

Why is Jemmy so surprised about Prince Brat’s reaction to bringing the ransom note?

Due:

Whipping Boy Chapter 8

4.RL.KID.2 - Determine a theme of a story, drama, or poem and explain how it is conveyed from details in the text; summarize the text.

*We are only working toward the part of the standard that relates to summarizing the text.

 

Mini - Lesson on Summarizing text

 

IXL S.1 https://www.ixl.com/ela/grade-4/summarize-a-story

 

Vocabulary: ransom 

 

Read Chapter 8 of The Whipping Boy. We will use post-it notes at various stopping points throughout the chapter to write what has happened and then use those notes to summarize the chapter. 

Sequence of events chart for Chapter 8 - this will be completed as a group/partnership.

 

Write a summary of Chapter 8. 

Due:

Whipping Boy Chapters 5-7

4.RL.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.
4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.
4.FL.SC.6.g - Use commas and quotation marks to mark direct speech and quotations from a text.

Review the events of Chapters 1-4 in The Whipping Boy.

 

Review the use of quotation marks and commas to mark dialogue. 

Review character traits (actions and dialogue).

 

IXL XX.6  https://www.ixl.com/ela/grade-4/punctuating-dialogue

 

IXL H.1  https://www.ixl.com/ela/grade-4/use-actions-and-dialogue-to-understand-characters

 

Read Chapter 5, 6, and 7 of The Whipping Boy.

 

Students will answer text-based questions about each chapter.

 

How did Jemmy try to stop the prince from talking?

 

What did Prince Brat do?

 

Given what you know about Prince Brat’s character, why didn't he listen to Jemmy?

 

How did the author use descriptions of different food to help us better understand and describe the characters?

 

Why did finding the crown at the end of Chapter 6 excite the two outlaws?

 

How do Jemmy’s attitude and actions change after the outlaws think that he is the real Prince? Why?

 

How does Prince Brat react to Jemmy’s plan?

 

Describe the shift in power that occurred during Chapter 7.

Due:

Whipping Boy Lesson 18

4.RI.IKI.9 - Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
4.W.TTP.2.f - Link ideas within categories of information using words and phrases.
4.FL.SC.6.g - Use commas and quotation marks to mark direct speech and quotations from a text.

The Whipping Boy

 

We will review Chapters 1-4 and character traits for both Jemmy and Prince Brat.

 

We will determine how we can locate dialogue (characters speaking) in a text.  We will also work on correctly using a comma and quotation marks to punctuate dialogue. 

 

Mini writing lesson on transition or linking words and phrases

 

We will respond to the prompt: 

The Middle Ages are known for having a very structured system of power.

 

How is this system seen in the relationship between Prince Brat and Jemmy?

 

What examples from the text have we read to support your answer?

 

We will use a graphic organizer to show what we know about the feudal system and to record the evidence from the chapters that we have read. 

Due:

Whipping Boy writing task

4.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.
4.W.TTP.2.f - Link ideas within categories of information using words and phrases.

Review of events to Chapter 4

 

Use writing organizer to organize information in order to respond in writing to the following prompt. 

 

The Middle Ages are known for having a very structured system of power.  How is this system seen in the relationship between Prince Brat and Jemmy?  Support your answer with examples from the texts we have read in this unit.

 

Discussion and Mini-Lesson on using transition words. Brainstorm linking words to create and add to a chart that will be displayed in the classroom. 

 

IXL T.4  https://www.ixl.com/ela/grade-4/choose-the-best-transition

Due:

Whipping Boy Chapter 4

4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

Quick review of Chapters 1-3

 

Read Chapter 4 - focus on imagery to describe in depth the setting

Answer questions and writing prompts in the student folders. 

 

Vocabulary:

cutthroat - (n). a murderer or violent criminal

 

Question:

What words in the excerpt add to the dark, frightening mood of the chapter?

 

Choose the best topic sentence and concluding sentence practice.

 

IXL R.1  https://www.ixl.com/ela/grade-4/choose-the-best-topic-sentence

 

IXL R.2  https://www.ixl.com/ela/grade-4/choose-the-best-concluding-sentence

Due:

Whipping Boy character analysis

4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

Brief review of Chapters 1-3

 

Character analysis of Jemmy and Prince Brat using evidence from the 3 chapters. Complete a chart.

 

Questions:

What has Prince Brat done that would help us describe him?

What has he said?

What do other characters think/say about him?

Do we know any of the prince's thoughts or feelings?

 

What has Jemmy done that would help us describe him?

What has he said?

What do other characters think/say about him?

Do we know any of Jemmy's thoughts or feelings?

 

Writing Prompt:

Write a paragraph describing either Prince Brat or Jemmy.

Choose 1 character trait that you think best describes the character.  Give at least 2 examples of evidence from the text that help to explain why you chose that trait.

Due:

Whipping Boy Chapter 3

4.RL.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.
4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

Quick review of Chapters 1 and 2

 

Read Chapter 3 of The Whipping Boy and complete the supporting questions and prompts in student folder.

 

Vocabulary:

protested - (v.) argued against

astonishment (n.) state of surprise/shock

gallows - (n.) a structure where criminals were hanged

 

Questions:

Based on what we've read, why might the prince not have friends?

Why is the whipping boy so surprised that Prince Brat wants to run away?

How does Jemmy try to convince the prince to stay?

What evidence from the text shows that Prince Brat is afraid of the dark even though he denies it?

How do the details help you understand Jemmy's and the prince's roles in the feudal society?

 

Writing Prompt:

Reread pages 6-8. This is the second time that Prince Brat refers to Jemmy as Jemmy from the streets. what does this tell us about the relationship between Jemmy and the prince?

Due:

Chapter 2 Whipping Boy

4.FL.VA.7a - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
4.RL.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.
4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

We will review the events of Chapter 1 of The Whipping Boy.

 

Vocabulary for Ch. 2 

thrashing - (v.) hit something repeatedly

obliged - (v.) legally or morally bound to an action or to be grateful

reckoned - (v.) conclude after thinking through or figuring out

 

Read Chapter 2 and complete all supporting folder work (questions, context clues).

Use context clues to determine the meaning of contrary and spite.

 

Questions to be answered:

How does the prince view education? What evidence do you have to support this answer?

 

Why is the prince angry after Jemmy is whipped?

 

Why does the prince go back on his word to send Jemmy back to the streets?

 

Figurative Language Introduction

Simile - comparison of 2 unlike things using like or as

Metaphor - comparison of 2 unlike things by saying 1 thing is another

Idiom - figure of speech that really doesn't mean what it says

Due:

Whipping Boy Chapter 1

4.FL.VA.7a - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
4.RL.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.

Quick review of learned Middle Ages information.

Read Chapter 1 of The Whipping Boy. Discuss the opening scene (setting, Prince Brat's character). Review using context clues to determine the meaning of unknown vocabulary.

Vocabulary: cackle, defiantly

Reading Log Entry: Describe how Jemmy feels about Prince Brat threatening to send him back to the streets. 

Flex Time: Grammar Mini Lesson - Relative pronouns and relative adverbs

IXL LL.10  https://www.ixl.com/ela/grade-4/use-relative-pronouns-who-and-whom

IXL LL.11 https://www.ixl.com/ela/grade-4/use-relative-pronouns-who-whom-whose-which-and-that

IXL QQ.7 https://www.ixl.com/ela/grade-4/use-relative-adverbs

Due:

Whipping Boy Research Extension Task

4.FL.SC.6.a - Use relative pronouns and relative adverbs.
4.W.RBPK.7 - Conduct short research projects that build knowledge through investigation of different aspects of a topic.

If needed, students will finish up the PowerPoint.

Students will be presenting their PowerPoint.

Peer Feedback Discussion will take place using the form as a guide. 

Flex Time: Grammar Mini Lesson - Relative pronouns and relative adverbs

IXL LL.10  https://www.ixl.com/ela/grade-4/use-relative-pronouns-who-and-whom

IXL LL.11 https://www.ixl.com/ela/grade-4/use-relative-pronouns-who-whom-whose-which-and-that

Due:

Whipping Boy Research Extension Task

4.W.RBPK.7 - Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Guidebooks Extension Task - Brief Research Project (Middle Ages)

Lesson 10 and 11

The checklist and rubric for the presentation will be reviewed.

Students will be creating their PowerPoints about their assigned Middle Ages topic.

IXL R.1 https://www.ixl.com/ela/grade-4/choose-the-best-topic-sentence

Due:

Whipping Boy Research Extension Task

4.W.RBPK.7 - Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Guidebooks Extension Task - Brief Research Project (Middle Ages)

Lesson 8 and 9

The checklist and rubric for the presentation will be reviewed.

Students will continue to formulate questions about their topic.  

Students will begin recording facts and information on index cards. These will be used to create a PowerPoint.

 

*Demonstrate how to use PowerPoint.*

 

IXLA.2  https://www.ixl.com/ela/grade-4/determine-the-main-idea-of-a-passage

Due:

Whipping Boy Research Extension Task

4.W.RBPK.7 - Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Review of vocabulary and information about the Middle Ages.

Guidebooks Extension Task - Brief Research Project (Middle Ages)

Lesson 7

The checklist and rubric for the presentation will be given and discussed.

Students will be assigned a topic related to the Middle Ages to research and will be given questions to answer to guide the research.  

Students will begin recording facts and information on index cards. These will be used to create a PowerPoint.

IXL A.2 https://www.ixl.com/ela/grade-4/determine-the-main-idea-of-a-passage

Due:

Guidebooks Brief Research Project Day 1

4.W.RBPK.7 - Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Guidebooks Extension Task - Brief Research Project (Middle Ages)

Lesson 7

The checklist and rubric for the presentation will be given and discussed.

 

Students will be assigned a topic to research and will be given questions to answer to guide the research.  

 

Students will begin recording facts and information on index cards. These will be used to create a PowerPoint.

Due:

Guidebooks Whipping Boy Lesson 6

4.RI.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in the text when drawing inferences from the text.
4.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.

Guidebooks Unit 1 Lesson 6

The Whipping Boy

Castles of the Middle Ages 

 

Read Ch. 4 of Magic Tree House: Knights and Castles 

Writing Prompt:

Based upon what you have read about castle life, write a paragraph to explain what a day in the life of a lord or lady who lived in a castle might be like.

 

Due:

Loss of Learning Assessment Part 2

We will be completing Part 2 of the Loss of Learning Assessment.  This is the 3rd nine weeks assessment from 3rd grade. Data will be used to see what on which skills/standards students need additional instruction and practice. This part contains a writing prompt that requires students to write one paragraph.
 

Flex time

Capitalization and Main Idea review

IXL VV.5 https://www.ixl.com/ela/grade-4/capitalizing-proper-adjectives-nationalities-and-languages

Students should reach a Smart Score of 80+ on each of the VV sections. 

IXL A.1 https://www.ixl.com/ela/grade-4/use-key-details-to-determine-the-main-idea

Due:

Loss of Learning Assessment Part 1/Medieval Feast

We will be completing Part 1 of the Loss of Learning Assessment.  This is the 3rd nine weeks assessment from 3rd grade. Data will be used to see what on which skills/standards students need additional instruction and practice.
 
If time allows, we will continue with our unit lesson.
 
4.RI.IKI.7 - Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.

Guidebooks Unit 1 Lesson 5

The Whipping Boy

A Medieval Feast (background info)

Vocabulary

embroidered

provisions

prepared 

feast 

 

Medieval Feast to-do list (Guidebooks Student workbook)

Writing Journal

In your writing journal, write a paragraph describing what it means when the author says, “It was like a feast fit for a king”.

Be sure to include details from the text, illustrations, and captions to explain your answer.

*Students should utilize the flipping the prompt strategy as well as citing text evidence. 

 

Flex time

Capitalization and Main Idea review

IXL VV.5 https://www.ixl.com/ela/grade-4/capitalizing-proper-adjectives-nationalities-and-languages

 

IXL A.1 https://www.ixl.com/ela/grade-4/use-key-details-to-determine-the-main-idea

Due:

Guidebooks Whipping Boy Lesson 6

4.RI.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in the text when drawing inferences from the text.
4.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.

Guidebooks Unit 1 Lesson 6

The Whipping Boy

Castles of the Middle Ages 

 

Read Ch. 4 of Magic Tree House: Knights and Castles 

Writing Prompt:

Based upon what you have read about castle life, write a paragraph to explain what a day in the life of a lord or lady who lived in a castle might be like.

 

Main Idea quiz using Readworks article 

Due:

Guidebooks Whipping Boy Lesson 5

4.RI.IKI.7 - Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.

Guidebooks Unit 1 Lesson 5

The Whipping Boy

A Medieval Feast (background info)

Vocabulary

embroidered

provisions

prepared 

feast 

 

Medieval Feast to-do list (Guidebooks Student workbook)

Writing Journal

In your writing journal, write a paragraph describing what it means when the author says, “It was like a feast fit for a king”.

Be sure to include details from the text, illustrations, and captions to explain your answer.

*Students should utilize the flipping the prompt strategy as well as citing text evidence. 

 

Flex time

Capitalization and Main Idea review

IXL VV.5 https://www.ixl.com/ela/grade-4/capitalizing-proper-adjectives-nationalities-and-languages

 

IXL A.1 https://www.ixl.com/ela/grade-4/use-key-details-to-determine-the-main-idea

Due:

Guidebooks Whipping Boy Lesson 4

4.RI.IKI.9 - Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Guidebook Unit 1 Lesson 4

The Whipping Boy

Integrate information from 2 texts

Review Main Idea of a text

IXL A.1 https://www.ixl.com/ela/grade-4/use-key-details-to-determine-the-main-idea

Review information from Knights and Castles Chapter 1 and "The Middle Ages" article.

 

Complete graphic organizer of the government system during the Middle Ages.

Write in response to the prompt - (1 paragraph)


Explain how the feudal system helped to maintain order during the Middle Ages. Use evidence from the texts to support your answer.

Due:

Guidebooks Whipping Boy Lesson 3

4.RI.KID.2 - Determine the main idea of a text and explain how it is supported by key details; summarize a text.
4.FL.SC.6.f - Use correct capitalization.

Guidebooks Unit 1 Lesson 3

The Whipping Boy

Annotating to find the Main Idea

Quick Review of Context Clues

Main Idea Mini Lesson 

Readworks article "A Serf and His Turf" to teach finding the main idea.

"The Middle Ages" article from Louisiana Dept. of Ed. to practice finding the main idea.

Flex Time

continue flipping the prompt to answer using complete sentences

citing text evidence in writing

Capitalization 

IXL VV.4 https://www.ixl.com/ela/grade-4/capitalizing-the-names-of-historical-events-periods-and-documents

Due:

Guidebooks Whipping Boy Lesson 2

4.FL.SC.6.e - Produce complete sentences; recognize and correct inappropriate fragments and run- ons.
4.FL.VA.7a - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
4.RI.KID.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in a text.
4.FL.SC.6.f - Use correct capitalization.

Guidebooks Unit 1

The Whipping Boy context clues unit vocabulary

Vocabulary: noble, allegiance, cackle, kingdom, medieval

Knights and Castles Chapter 1 reread for determining the meaning of vocabulary using context clues

Single Paragraph Outline using graphic organizer 

How is your life different from those during the Middle Ages?

Grammar: Capitalization

VV.3 https://www.ixl.com/ela/grade-4/capitalizing-the-names-of-places-and-geographic-features

Flex Time: 

Flipping the prompt to answer the question

-article and practice questions whole group

Due:

Guidebooks Whipping Boy Lesson 2

4.FL.SC.6.e - Produce complete sentences; recognize and correct inappropriate fragments and run- ons.
4.FL.VA.7a - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
4.RI.KID.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in a text.
4.FL.SC.6.f - Use correct capitalization.

Guidebooks Unit 1

The Whipping Boy context clues unit vocabulary

Vocabulary: noble, allegiance, cackle, kingdom, medieval

Knights and Castles Chapter 1 reread for determining the meaning of vocabulary using context clues

Single Paragraph Outline using graphic organizer 

How is your life different from those during the Middle Ages?

Grammar: Capitalization

VV.3 https://www.ixl.com/ela/grade-4/capitalizing-the-names-of-places-and-geographic-features

Flex Time: 

Flipping the prompt to answer the question

-article and practice questions whole group

Due:

Guidebooks Whipping Boy Lesson 1

4.FL.SC.6.e - Produce complete sentences; recognize and correct inappropriate fragments and run- ons.
4.RI.KID.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in a text.
4.FL.SC.6.f - Use correct capitalization.

Guidebooks Unit 1

The Whipping Boy Lesson 1 Life in the Middle Ages

Vocabulary: fiction, nonfiction, king, defy, obey

Knights and Castles Chapter 1 with stops for discussion

 

Single Paragraph Outline using graphic organizer

"Describe how people lived in the Middle Ages"

Grammar: Capitalization

VV.2 

https://www.ixl.com/ela/grade-4/capitalizing-days-months-and-holidays

Flex Time

Flipping the prompt to answer the question

-article and practice questions whole group

Due:

Guidebooks Whipping Boy Set the Context

4.FL.SC.6.e - Produce complete sentences; recognize and correct inappropriate fragments and run- ons.
4.RI.KID.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in a text.
4.FL.SC.6.f - Use correct capitalization.

Guidebooks Unit 1

The Whipping Boy Set the Context Lesson 3

Vocabulary: language, interpret

Video of Middle Ages language (information with pausing points for discussion and for students to record information in the student workbook)

Practice Summary Sentence using graphic organizer

"What is the role of a whipping boy?"

 

Grammar: Capitalization VV.1

https://www.ixl.com/ela/grade-4/capitalizing-the-names-of-people-and-pets-and-titles-of-respect

Flex Time: 

Sentence order

Flipping the prompt to answer the question

-article and practice questions whole group

Due:

Guidebooks Whipping Boy Set the Context

4.FL.SC.6.e - Produce complete sentences; recognize and correct inappropriate fragments and run- ons.
4.RI.KID.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in a text. 

Guidebooks Unit 1

The Whipping Boy Set the Context Lesson 2

Vocabulary: punish, noble, society

Video of Middle Ages class systems (information with pausing points for discussion and for students to record information in the student workbook)

Summary Sentence using a graphic organizer 

 

Grammar:  Review Fragments (using paragraph from text)

IXLJJ.5  https://www.ixl.com/ela/grade-4/is-it-a-complete-sentence-or-a-fragment

Flex Time: 

Flipping the prompt to answer the question

 

-article and practice questions whole  group

Due:

Guidebooks Whipping Boy Set the Context

4.FL.SC.6.e - Produce complete sentences; recognize and correct inappropriate fragments and run- ons.
4.RI.KID.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in a text.

Guidebooks Unit 1

The Whipping Boy Set the Context Lesson 1

Vocabulary: peasant, hygiene, monarchy

Video of Middle Ages facts/characteristics (information with pausing points for discussion and for students to record information in the student workbook)

Grammar:  Constructing a Sentence 

Subjects, Predicates, Sentence Fragments

IXL JJ.5 https://www.ixl.com/ela/grade-4/is-it-a-complete-sentence-or-a-fragment

Flex Time: 

Flipping the prompt to answer a question using text evidence

 

-mini lesson (prompt, key words in a prompt)

Due:

Growth Mindset Day 5

4.FL.SC.6f Produce complete sentences; recognize and correct inappropriate fragments and run-ons.
4.RL.KID.3 Describe in depth a character in a story or drama drawing on specific details in a text, such as a character's thoughts, words, or actions.
 
Growth mindset - The Most Magnificent Thing text 
Character traits for the girl/Main Idea of the text 
 
Kahoot! Character Traits
 
Readworks Happy Trails! article with text evidence for daily grade. 
 
 
 

Due:

Growth Mindset Day 4

4.FL.SC.6e Produce complete sentences; recognize and correct inappropriate fragments and run-ons.
4.RL.KID.3 Describe in depth a character in a story or drama drawing on specific details in a text, such as a character's thoughts, words, or actions.
 
Growth mindset - What Do You Do With a Chance? text
4.FL.SC.6e Produce complete sentences; recognize and correct inappropriate fragments and run-ons.
4.RL.KID.3 Describe in depth a character in a story or drama drawing on specific details in a text, such as a character's thoughts, words, or actions.
 
Growth mindset - What Do You Do With a Chance? text

Why does the boy pull back from grabbing the first chance he sees? 

What happens when the boy decides to take a chance? 

Would you have given up on chances like the boy does? Why or why not? 

Why does the boy choose to go after another chance if he sees one, despite his fears? 

What happens when he does take the big chance?  

 
IXL practice
 
Readworks assignment - Kerri Strug article with questions for Character Traits (complete on own (check together whole group)
 
 

Due:

Growth Mindset Day 3

4.FL.SC.6e Produce complete sentences; recognize and correct inappropriate fragments and run-ons.
4.RL.KID.3 Describe in depth a character in a story or drama drawing on specific details in a text, such as a character's thoughts, words, or actions.
 
Grammar - 
 
Growth mindset - video of Michael Jordan and text Salt in His Shoes (character traits)

Text Questions

What is Michael’s problem in the book? 

Why do you think Mama told Michael to put salt in his shoes? 

Why did Michael believe Mama and put the salt in his shoes? 

Why did Michael stop going to the park?  

What did he do instead? 

What did Daddy tell Michael was more important than being tall? 

Why do you think Michael didn’t realize this? 

 
Mini Lesson on Nearpod with sample passages to identify Character Traits
 
Readworks assignment as whole group (referring back to the text - Lionel Messi article with questions for Character Traits
 
 

Due:

Growth Mindset Day 2

4.FL.SC.6 e, f
Produce complete sentences; recognize and correct inappropriate fragments and run-ons.
Use correct capitalization.
4.RI.KID.1
Refer to details and examples when explaining what the text says explicitly.
 
Fragments and sentences review on Kahoot! - try on Assign mode (individual student work)
Game PIN: 02920575
 
30 second  - What do you know about your brain? 
How your brain works video http://www.viewpure.com/mFuHKJqpxPw
 
Your Fantastic Elastic Brain by JoAnn Deak Read Aloud on Nearpod.
 
What are some of the brain’s jobs? How can we give our brain a good workout? How does risking being wrong or failing at a task strengthen our brain? What can you do to become better at the things you want to be really good at doing? (Text evidence)
 
 

Due:

Growth Mindset Introduction

 
4.FL.SC.6 e, f
Produce complete sentences; recognize and correct inappropriate fragments and run-ons.
Use correct capitalization.
4.RL.KID.3 Describe in depth a character in a story or drama, drawing on specific details in a text, such as a character’s thoughts, words, or actions.
 
Sentences and Sentence Fragments review with whole group practice and an assignment on TEAMS.
 
Prediction and 2 videos (growth mindset)
 
Poster study (Growth Mindset) 
 
Read "Ricky, The Rock that Couldn't Roll" as a read aloud and discuss character traits of the rocks.
 
Writing (with sentence frames) with growth mindset about goals.  This uses sentence frames.